DOCUMENT RESUME ED 364 659 CE 065 079 TITLE PSI Model … · 2014-05-05 · ED 364 659. TITLE INSTITUTION. REPORT NO PUB DATE NOTE AVAILABLE FROM. PUB TYPE. EDRS PRICE DESCRIPTORS

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REPORT NOPUB DATENOTEAVAILABLE FROM

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PSI Model Curriculum forProfessional SecretariesMO.

ISBN-0-538-63279-89497p.

South-Western PublishingCincinnati, OH 45227.Guides Classroom Use

CE 065 079

Office Careers.International, Kansas City,

Co., 5101 Madison Road,

Teaching Guides (ForTeacher) (052) Tests/Evaluation Instruments (160)

MF01/PC04 Plus Postage.Accounting; *Articulation (Education); BusinessAdministration; Business Communication; BusinessEnglish; *Competency Based Education; CooperativeEducation; *Course Descriptions; *Course Objectives;Curriculum Guides; Desktop Publishing; IndividualDevelopment; Keyboarding (Data Entry); Models;*Office Automation; *Office Occupations Education;Postsecondary Education; Professional Development;Secondary Education; Technology Education;Telecommunications; Word Processing

IDENTIFIERS *Professional Secretaries International

ABSTRACT

The PSI [Professional Secretaries International]Model Curriculum for Office Careers provides a framework for thecurriculum revision process, making it easier for schools to update,change, expand, or revise their office programs. Through a series ofsuggested courses, this curriculum develops the knowledge, skills,and attitudes office professionals need to secure good jobs and tosucceed in the "new" re-engineered office of the 1990s. This guide isdesigned to walk educators through the curriculum, providinginformation and answering questions. An introduction contains anoverview of the curriculum, explains how teachers and studentsbenefit from using the curriculum, and provides a brief summary ofthe research base for the curriculum. A discussion of how to getstarted and questions frequently asked about the curriculum aredesigned to help educators consider how to adapt the curriculum tomeet their needs. The course descriptions section contains anintroduction to the 25 courses and an explanation of how the PSIModel Curriculum works in a tech-prep environment, a nonarticulatedsecondary environment, and a nonarticulated postsecondaryenvironment. Individual course descriptions with objectives,competencies, and recommended learning materials follow. Coursetopics are as follows: accounting; administrative procedures andtechnologies; advanced word processing; applied computertechnologies; business communication technologies; business English;business internship/cooperative education; business math; database;desktop publishing; introduction to telecommunications andnetworking; keyboarding; keyboarding, skill building, and documentformatting; office resources management; operating systems; personaland professional development; records management and imagingtechnologies; spreadsheets; and word processing. Appendixes includeinformation on Professional Secretaries International and a users'questionnaire. (YLB)

SOUTHWESTERNPUBLISHING CO.

I ii11111

PSIModel

CurriCulumfor

OfficeCareers

U.S. DEPARTMENT Of EDUCATIONOffice ot Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has tieen reproduced asreceived I rom the per$On Ot organizationoriginating it

o Minor changes havebeen mad* to improve

tepthduttion queloty

Pointe of view opinions st Med in tha docu-

ment do not necessarily represent Official

outs 905100 10 CM:AMY

ProfessionalSecretaries

International

POr"r W: pF r-'4.1t Qui "

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Pm® Model Curriculum For Office Careers

Published by:

SOUTH-WESTERN PUBLISHING CO.

5101 Madison RoadCincinnati, OH 45227

Developmental Editor: Dianne Rankin Production Editor: Edna D. Stroble

Coordinating Editor: Angela C. McDonald Cover/Internal Design: Joan RuschmanRandy R. Sims

Production Manager: Deborah M. Luebbe Acquisitions Editor:

Senior Production Editor: Jane E. Congdon Marketing Manager: Al S. Roane

Copyright © 1994 by:

Professional Secretaries International'10502 NW Ambassador DriveP.O. Box 20404Kansas City, MO 64195-0404, USA

ALL DIGIIT8 Ig811211fD

The text of this publication, or any part thereof, may be reproduced for use related to the PS1'

Model Curriculum for Office Careers.

ISBN: 0-538-63279-8

1 2 3 4 5 6 7 DH 97 96 95 94 93

Printed in the United States of America

Tmdcmarka used in this cuniculum gui&

The following terms are trademarks or service marks of Professional Secretaries International:

Certified Professional Secretary (CPS)

Collegiate Secretaries International (CSI)

Future Secretarits Association (FSA)

The following terms are trademarks of other companies as listed:

Aldus Corporation: PageMakerApple Computer, Inc.: Apple, IIGS, Hypercard, Macintosh

Ashton-Tate: dBASEBorland International, Inc.: QuattroClaris Corporation: ClarisWorksIBM Corporation: IBM, OS/2

Professional Secretaries International (PSI)

Professional Secretaries Day/WeekThe Secretary

Lotus Development Corporation: Lotus and 1-2-3

Microsoft Corporation: Microsoft, MS/DOS, Windows

Roger Wagner Publishing, Inc.: Hyperstudio

Software Publishing Corporation: Harvard Graphics

Ventura Software, Inc.: Ventura Publisher

WordPerfect Corporation: WordPerfect

TABLE OF CONTENTS

Introduction2 Reasons to Adopt the PSI® Model Curriculum

4 How Students Will Benefit from the PSI® ModelCurriculum

5 How Your School Will Benefit from the PSI® ModelCurriculum

6 Research Base for the PSI® Model Curriculum11 Assessment12 Getting Started13 Frequently Asked Questions

Curriculum Overview15 Curriculum Application15 Curriculum Flexibility16 Curriculum Focus18 Curriculum Model

Course Description20 Accounting23 Administrative Procedures and Technologies28 Advanced Word Processing31 Applied Computer Technologies34 Business Communications Technologies38 Business English41 Business Internship/Cooperative Education

45 Business Math48 Database51 Desktop Publishing

55 Introduction to Telecommunications and Networking

58 Keyboarding61 Keyboarding Skill Building, and Document Formatting

64 Office Resources Management68 Operating Systems71 Personal and Professional Development74 Records Management and Imaging Technologies

78 Spreadsheets81 Word Processing

Appendices85 Professional Secretaries International®

87 Questionnaire89 Acknowledgments

5iv

INTRODUCTION

The PSI° Model Curriculum for Office Careers provides a framework for thecurriculum revision process, making it easier for schools to update, change, expand, or revisetheir office programs. Through a series of suggested courses, this curriculum develops theknowledge, skills, and attitudes office professionals need to secure good jobs and to succeedin the "new" re-engineered office of the '90s.

Twenty-five courses comprise the PSI° Model Curriculum and focus on changes takingplace and issues being addressed in the workplace: technology, multicultural diversity,international competition, English as a second language, working with the differently-abled,and gender equality. In addition, the curriculum allows time for general education courses,electives, and specialty courses. Many schools offer specialty courses in desktop publishing,medical, legal, technological, and executive secretarial areas. The flexibility of the PSI°Model Curriculum allows you to select and adapt courses to meet your students' needs andprogram requirements.

The curriculum emphasizes performance-based competencies, integrating bothinterpersonal and technological skills. Multiple entry and exit points are provided toaccommodate reentry and working students. The curriculum encourages the formation ofarticulation agreements between secondary and postsecondary schools to facilitate a smoothtransition through the instructional process.

The PSI° Model Curriculum is based on research. National and international studiesrelated to office support staff were conducted by PSI and other professional associations,leading corporations, the government, educational institutions, and temporary help agencies.Results of the studies are the basis of the curriculum. The curriculum is built on a solidbusiness/education partnership.

About This Guide

This curriculum guide is designed to walk you through the PSI* Model Curriculum,providing information and answering questions you may have. The curriculum guide isorganized into three sectionsan Introduction, Course Descriptions, and Appendices. TheIntroduction contains an overview of the curriculum and explains how you and your studentscan benefit from using the curriculum. A brief summary of the research base for thecurriculum is included in this section A discussion of how to get started implementing thecurriculum and questions frequently asked about the curriculum will be helpful to you as youconsider how to adapt the curriculum to meet your needs.

The Course Descriptions section contains an introduction to the 25 courses and anexplanation of how the PSI. Model Curriculum works in a tech-prep environment, a non-articulated secondary environment, and a non-articulated postsecondary environment. Anillustration on page 19 shows an overview of the entire curriculum. Individual coursedescriptions with objectives and competencies follow.

The Appendices include information on Professional Secretaries International., aquestionnaire regarding how you use the curriculum, and acknowledgments of thoseindividuals involved in creating the pse Model Curriculum.

About Professional Secretaries International

Professional Secretaries International (Rse) is a nonprofit association for officeprofessionals. PSIs purpose is to provide its membership and the profession withopportunities to: (1) develop leadership skills and abilities, (2) utilize educational andprofessional development resources, (3) examine and participate in research affecting theprofession, (4) stay informed on the future direction of business and office careers, (5) setstandards for the profession, and (6) pro'', lote and enhance the image of the officeprofessional. For more information about PSI, see Appendix A on page 85.

Reasons to Adopt the PSe Model Curriculum

Reasons why you will want to adopt the PSII) Model Curriculum for Office Careers aremany. Four important rtasons include the articulated structure of the curriculum, theflexibility of the model, the competency-based nature of the curriculum, and the infusion oftechnology throughout the courses. Additional reasons to adopt the curriculum arehighlighted in the illustration below.

The PSI° Model Curriculum for Office Careers . .

Is an articulated curriculum

Is flexible

Is competency based

Is technology based

Makes curriculum revision easy

Is easy to implement

Supports open communication between secondary and postsecondary

programs

Encourages lifelong learning

Is an effective marketing tool

Promotes mutticultural awareness

Integrates international business topics

Balances interpersonal and technical skills

Is futuristic by design

Is available on computer disk

Exhibit 1

2

Since the PSI. Model Curriculum is articulated for Grades 9-14, it supports opencommunication and articulation between secondary and postsecondary programs. Coursestaken at the secondary level need not be repeated at the postsecondary level if students candemonstrate the required competencies. This is an important feature of the curriculum. Thereis no longer one curriculum for secondary schools and another for postsecondary schools.

The PSI° Model Curriculum is flexible. You can easily adapt it to meet your programneeds. The curriculum is designed to serve as a foundation on which to build an individual-ized program. Schools with established programs can modify some courses now andintegrate the full curriculum over time, if desired. Schools with new programs may find thatadopting the curriculum in its entirety is the best way to get started. The curriculum can beimplemented at your school using the equipment you have, and it will help guide your planfor future equipment purchases. You can title courses as you wish to appeal to your studentsand to coordinate with other departments. You can combine or split courses from the modelto fit a quarter or semester format. Finally, there is room for general education and electivecourses, as well as for specialty courses in desktop publishing, medical, legal, technical, andexecutive secretarial areas.

The PSI. Model Curriculum is competency based. Competencies are stated for eachcourse, saving you time by giving you a complete model course. The competencies arebased on extensive research by leading corporations, the U.S. Department of Labor, PSI.,and many educational institutions. You can add, delete, or change competencies to meet theneeds of your students or program requirements. The competency-based nature of thiscurriculum is important for several reasons:

Your school may now or in the near future require students to demonstrate skills inorder to pass a course, test out of a course, or graduate.

Federal and state funding increasingly is tied to competency-based curricula.

Competencies demonstrate that your program is meeting the needs of business andassist you in marketing your program to students, administrators, advisory committees,and local businesses.

Competencies help eliminate discrimination because learning outcomes are clearlydefined and skills can be demonstrated.

The PSI° Model Curriculum will put your school on the cutting edge of technology.The curriculum will assist you in preparing students to use technology wherever they seekemploymentlocally, nationally, even internationally. The curriculum reflects the state ofthe art in office technology and promotes the use of computers and other current technolo-gies in all courses. The curriculum uses technology to teach as well as teaching abouttechnology.

How Students Will Benefit From the PSr Model Curriculum

The PSI. Model Curriculum Is designed with the needs of all students in mind: full-time, part-time, reentry, ami working students. Students will find that many features of thecurriculum cater to their special needs.

Model Curriculum Features That Benefit Students . . .

Ability to test out of courses

Ability to receive college credit for secondary courses

Focus on skill development

Focus on employment and promotability

Emphasis on decision making and critical thinking

Multiple entry and exit points

Option to pursue certificates and an associate degree

Option to pursue specialty areas of study

Option for elective courses

Emphasis on technology in all courses

Exhibit 2

With the PSI. Model Curriculum, students can focus on the development of employ-ment skills as well as earning certificates or an associate degree. The model's many entryand exit points make this possible. Students exiting the program after Grade 12 will possesssolid job-entry skills. At each succeeding exit point in the curriculum, students will haveacquired a higher level of skill and ultimately may focus their studies in a specialty area suchas desktop publishing, medical, legal, or executive secretarial areas.

Because the curriculum is competency based and articulated, students can test out ofcourses if competencies can be demonstrated or receive college credit for successfully com-pleting courses at the secondary level. This eliminates repetition of courses and reducesfrustration of students. Students can move on to more advanced courses and develop ad-vanced skills more quickly.

While each course in the curriculum is technology based, each course also focuses onthe development of interpersonal, written, and verbal communication skills. The curriculumprepares students for all aspects of today's culturally diverse, technological workplace.

94

How Your School Will Benefit From the PSI® Model Curriculum

4111 There are many good reasons to implement the PSI. Model Curriculum for OfficeCareers. Some of the most important ones are highlighted below.

Reasons to Implement the PSI' Model Curriculum

The PSI' Model Curriculum for Office Careers .. .

Will put your program on the cutting edge of technology

Is atticulated for Grades 9 - 14

Is based on extensive research

Is a flexible model

Makes curriculum revision easier

Is nationally and internationally reviewed

Recommends instructional materials

Identifies courses, objectives, and competencies

an excellent marketing tool

romotes increased enrollments

Exhibit 3

The PSI° Model Curriculum offers you a nationally researched and reviewed model onwhich to build your own program. Over one hundred educators, managers, and support staffthroughout the United States and internationally have provided valuable input. This is aworld-class model curiculum, futuristic by aesign. Because it is based on extensiveresearch, the curriculum writers and reviewers believe this curriculum will serve theacademicand business community well for the next five years. Bef:ause there is just one curriculumfor Grades 9-14, it supports partnership and articulation between secondary andpostsecondary programs. The curriculum structure allows for a smooth, fluid transition fromone level of learning to the next.

The application of technology is integrated throughout the curriculum, which meansyour program will be viewed by students, educators, and the business community as cuttingedge. The result of adopting the curriculum will be increased enrollments and highly-employable and promotable graduates.

Most importantly to you, the PSI° Model Curriculum is designed to serve as a flexibletool. You can adapt the curriculum in a variety uf ways to meet your individual programneeds. Adopt all or part of the program and implement it over time. Courses are identifiedfor you with descriptions, objectives, and competencies provided for each course.Instructional materials are recommended for each course, and the entire model curriculumis available to you on computer disk for easy adaptation. To receive your free disk

51 0

containing the PSI. Model Curriculum, contact South-Western Publishing Co. at 1-800-543-7972.

Research Base for the PSII' Model Curriculum

A review of several research studies went into the development of the new PSI.' ModelCurriculum for Office Careers. In 1987 PSI conducted research to identify and verifycompetencies that were important, frequently used, and essential for entry-level pelsonnel.Managers, business educators, and experienced office professionals were surveyed. Jobdiaries were kept by entry-level workers. Results from this study became the basis for thefirst PSI model curricula (one secondary, one postsecondary). The findings made the modelsnationally recognized and highly respected in both academic and business circles. Manyhigh schools and colleges nationwide implemented the curricula.

In 1991 and 1992, PSI initiated its own research and participated in research conductedby organizations interested in identifying the "state of the profession" of office workers. Thefmdings from these research projects, as well as other projects conducted by the U.S.Department of Labor, led to the development of this new curriculum in 1993.

Findings from five studies will be cited here. However, it is important to note that thePSI* Model Curriculum was developed after careful analysis of many studies, media reports,and discussions with office staff personnel, educators, and business leaders. The curriculumwas then reviewed by over one hundred educators, managers, and office professionalsnationally and internationally to insure its univere.ality. The new curriculum is built on asolid business/education partnership.

Research Study #1:Professional Secretaries International Member Profile

The Professional Secretaries International Member Profile was published in 1993. Atotal of 2,700 questionnaires were sent to PSI members, and 28 percent provided responses.Of the findings, the following were among the most perfinent in the development of the PSI.Model Curriculum:

Word processing is the most popular type of software used by secretaries (95.4 percentof respondents). Of those who use word processing, 69.3 percent use WordPerfect',21.5 percent use Microsoft* Word.

Spreadsheet software is used by 72.9 percent of respondents. Lotus* is used by 76percent of spreadsheet users and Excel by 18.2 percent.

Database software is used by 46.2 percent of respondents. dBASE* is the most oftenused package at 61.9 percent. Graphics packages are used by 40.5 percent ofrespondents with Harvard Graphics' being most often used (50.0 percent).

Desktop publishing software is used by 18.9 percent of respondents with over half usingPage Maker*.

6 I 1

The IBM./compatible PC is the most widely used hardware on the job. Nearly 96percent of respondents and 75 percent of respondents' executives use the computer onthe job. Thirty-two percent of the office professionals had purchased a personalcomputer for home use.

Respondents expressed a need for training for themselves and their peers in a numberof areas: computer hardware and software, supervision, communication, negotiation,interpersonal skills, time management, and organization. (See Exhibit 4.)

Training

Training

Needed byRespondent

Training Needed by

Other CompanySecretaries

Computer/Software 65.0% 49.8%Supervisory Skills 33.5% 14.4%

Computer/General 28.7% 34.8%Time Management 28.2% 44.4%Communication 27.7% 49.1%Negotiating 24.9% 13.9%Interpersonal Skills 24.5% 47.4%Organization Skills 22.3% 45.0%

Data from Professional Secretaries intemationaP Member Profile (Professional Secretaries international.,

1993), p. 13.

Exhibit 4

As a result of this and other studies, the curriculum is heavily oriented toward computeruse. Courses in word processing, spreadsheets, desktop publishing, business communicationand basic secretarial skills are included. Industry standard software is recommendedthroughout the curriculum to accommodate employer needs.

From this study alone, it is evident that educators must balance teaching: generalversus specific career-centered skills, general versus specific hardware and software training,and technical versus interpersonal skills. The PS141 Model Curriculum provides this balance.

Research Study #2:Learning A Living: A Blueprint for High Performance

A SCANS Report for America 2000

The Secretary's Commission on Achieving Necessary Skills (SCANS) conducted astudy in April, 1992, to detennine the skills people need to succeed in the world of work.

712

At the root of its findings is the statement that high-performance workplaces require workerswith these competencies:

The ability to manage resources (people and technology)

The ability to work amicably and productively with others (teamwork and cooperation)

The ability to acquire and use information (research and records management)

The ability to master complex systems (information integration)

The ability to work with a variety of technologies (computer skills)

The report concludes that these "workplace know-how's" are not taught in manyschools or required for most diplomas but should be taught.

The PSI. Model Curriculum takes the findings of the SCANS report and the vision ofthe SCANS CLASSROOM to :wart. The curriculum is competency based, incorporates allof the competencies listed above, and adds one more, critical thinking. The PSI. ModelCurriculum reflects the understanding that these hworkplace know-how's" are needed foroutstanding job performance.

Research Study #3:Today's Secretary, A Changing Profession in a Changing World

This report presents the findings of a survey conducted jointly by PSI and MinoltaCorporation's Business Equipment Division released in April, 1991. Among the pertinentfindings are these:

Secretaries and managers agree that computer training is the highest priority (62 percentSecretaries/56 percent Managers). (See Exhibit 5 on page 9.)

The great majority of secretaries are willing to receive on-the-job or off-site training inorder to advance their careers. In fact, over a third indicated that they would be willingto go to school at their own expense if it were likely to lead to advancement.

Personal computers and fax machines have become common. Graphics, desktoppublishing, and local area networks are the most needed information technologyproducts and the latest office trends.

Virtually all respondents said that technology has forced them to learn new skills andenables them to produce more work, but very few people feel that technology has elimi-nated secretarial jobs (it has enhanced them!). Two-thirds of the respondents stronglyagree that information technology products have improved productivity in their offices.

138

Types of Training Needed

Secretaries'Responses

Managers'

Responses

Computer Skills 62% 56%Interpersonal Skills 36% 28%

Personnel Administration 34% 21%

Graphic Arts 31% 21%

Accounting/Finance 26% 26%Time Management 26% 31%

Secretarial Skills 18% 15%

Data from A Summary Report, Today's Secretary, A Changing Profession in a Changing World

(Professional Secretaries International* and Minolta Corporation, 1991), p. 18.

Exhibit 5

Among other things, this study shows that programs that incorporate the computer intothe learning process will attract students. The PSI. Model Curriculum is designed to drawstudents into your program, increasing enrollments and providing community visibility foryour program.

Research Study #4:Career Paths for Support Staff

PSI contracted with the Survey Research Center at the University of Georgia to conducta comprehensive, international mail survey of the responsibilities and career pathopportunities of office professionals. The survey was completed in the spring of 1992.Among the important findings are these:

According to respondents, the most frequently performed tasks are routine office taskssuch as receiving visitors, answering/screening calls, sorting/distributing mail, providinginformation, and maintaining files.

Document preparation including proofreading, editing, and keying correspon-dence/documents comes next on the list of frequently performed tasks.

Decision-making tasks such as composing correspondence, handling confidentialmaterial, making decisions during absences of supervisor, and serving as a liaison falllast on the list of frequently performed tasks.

914

According to respondents, the training most likely to advance their careers is manage-ment training, computer training, and supervisory skill development. (See Exhibit 45.)

In addition, it was found that secretaries do more computer work, document design, anddatabase work than administrative assistants. Administrative assistants are moreinvolved in supervisory activities, equipment maintenance, and data analysis. Executivesecretaries are more actively involved in scheduling, conference planning, decisionmaking, and attending meetings.

'Training Most Likely to Advance

Career Goals

Training% Office Professional

Mentioning This Training

Management Skills 51.0%Computer Skills 45.0%Supervisory Skills 39.4%Intemersonal Skills 29.2%Accounting/Finance 27.2%

Time/Project Management 20.2%

Data from Career Paths for Support Staff (Professional Secretaries international', 1992), p. 11.

Exhibit 6

The PSI. Model Curriculum is designed to develop students' skills in performingroutine office tasks, preparing documents, and making sound job-related decisions. Itbalances ,the development of interpersonal and technical skills that entry-level employeesmust poskss.

Research Study #5:1993 Secretarial Want Ad Survey

For this survey, data was collected from newspaper want ads from 17 major citiesthroughout the United States and Canada. The survey was conducted by The DartnellCorporation's Institute of Business Research and From Nine to Five. The survey findingswere these:

The foothold in the climb to secretarial success is computer skills. WordPerfect is stillthe word processing program of choice with 58.1 percent of ads requesting this skill.Microsoft Word was mentioned in 9.3 percent of the ads.

Requests for specific hardware or software knowledge droppedan incredible 33.9percent decrease in requests. General computer knowledge and the ability to adapt to avariety of programs could become even more indispensable in the future.

1015

Spreadsheet knowledge was requested in 22.8 percent of the ads, up from the previousyear's survey. Lotus 1-2-3 knowledge was requested in 73.1 percent of the ads, Excelin 18.7 percent.

The top five skills/abilities currently sought by employers are highlighted in Exhibit 7.

Percent of Ads Mentioning Specific Skill/Ability

SkilVAbility 1993 1992

Computer 70.3% 66.8%

Word Processing 60.6% 52.9%

Organization 23.9% 23.4%

Communication 21.9% 19.4%

Initiative 17.6% 15.8%

Data from From Nine To Re, 1993 Secretarial Want Ad Survey, (The Dartnell Corporation, 1993), June 28,

1993, p. 4.

Exhibit 7

In keeping with the re:sults of this survey, the PSI° Model Curriculum is right on track,integrating the use of computers in all its courses and emphasizing the development ofexcellent computer skills that mean employment for your students.

Assessment

Because the PSI. Model Curriculum is competency based, it is important thatinstructors do not limit themselves to teacher-made or textbook standardized testing toevaluate student learning outcomes or the success of the program as a whole. Suggestedassessment methods for students and the programs follow.

Portfolio review. Have students accumulate their best work to place in a portfolio alongwith a resume, certificates or diplomas earned, honors, scholarships, or awards received.

Senior project. Have students develop a capstone project to reflect their competencies andskills to be evaluated by a panel of working professionals.

Observation. This method may include participation in student and professional organiza-tions, employment in the field at an exit point, further study in the field, or cooperativeeducation/internship.

Standardized testing. Use standardized tests developed by government, industry,educational institutions, publishers, and other organizations as appropriate for the programof study.

11

16

Interviews. This method may include interviews with entering and exiting students,graduates (after one to five years), employers, and advisory members.

Attitudinal surveys. Conduct an attitudinal survey to determine graduate and employersatisfaction with the overall program of study.

Performance-based examinations and/or simulations. With this method, students shouldbe assessed in relation to explicit criteria for each competency. Examinations and/orsimulations can progress to varying levels of complexity and difficulty. Expectations forperformance for various exit levels should be established.

Getting Started

If you are beginning a program and would like to adopt the PSI® Model Curriculumin its entirety, or if you have a program but want to change it over time to incorporate thetotal suggested curriculum, you may be wondering how to get started. If you already havea program but would like to increase enrollments or create renewed interest by adding somecourses, you may be wondering how adopting the PSI® Model Curriculum can help.

To begin the process of adapting the PSi® Model Curriculum (be it a few courses orthe entire curriculum) to your own program, consider the following ten-step process:

1. Review the PSI® Model Curriculum until you are familiar and comfortable with it.Talk to teachers who have used it.

2. Survey your student population to determine their skill levels and career expecta-tions.

3. Survey your local business community to determine the skills they are seeking inoffice professionals. Ask about hardware and software requirements. Discussresponsibilities employees are given on the job.

4. Ask your advisory committee to review your present curriculum and to compare itto the PSI. Model Curriculum. Select those courses that meet student and localbusiness needs.

5. Prioritize the courses that the advisory committee believes should be implemented.

6. Analyze your resources and determine future needs:

facilities (classroom, equipment, software)teacher training neededbooks and instructional materials needed

7. Talk with instructors from other departments to determine how best to maximizeavailable equipment and teacher talents.

8. Finalize your plans and set up an implementation schedule, determining when toimplement specific courses.

1712

9. Seek approval of your implementation schedule and expenditures through the properchannels.

10. Implement the program.

Frequently Asked Questions

Following are some frequently asked questions that educators have when reviewing thePSI° Model Curriculum. The answers to the questions will also help you to get started inthe implementation process.

Q. How do I change academic policies or work with the curriculum committee to adoptthe PSI° Model Curriculum?

A. Make the curriculum committee a part of the decision-making process. Distributecopies of the curriculum to them. Make a short presentation on the advantages of thecurriculum for your school. Note the disadvantages, but provide examples of howthese can be overcome. Ask the group to share the advantages and disadvantages theysee. Prepare an adoption plan, highlighting the stated advantages. Show how thecurriculum would be implemented over time. Talk to other teachers who haveimplemented the curriculum to get their input and see how they overcame objections.Once the curriculum has been implemented, give the group periodic updates on itsprogress. Continue to monitor its effectiveness. Build evaluation into the adoptionplan.

Q. How do I handle students entering the program with diverse skills and backgrounds?

A. Use diversity as a selling point. Identify the kinds of diversities your community hasand then mold your program to accommodate them. Take beginning one-semestercourses and stretch them into two-semester courses to provide more learning andpractice time. Allow for lab time where students can practice computer skills afterclass hours. Provide successful role models to promote self-esteem. Integrate criticalskills in all of the courses by providing simulations and assignments where particularskills can be reinforced. Use student organizations to build personal and professionalskills. Involve the class with outside projects that allow practical applications of theskills taught. Network with other teachers who have students like yours. Compareprograms.

Q.

A.

How can I adapt the curriculum for reentry students?

Start with skill assessment. Discover students' strengths and weaknesses. Make anattempt to individualize courses where you can, especially in the assignments.Remember that self-esteem is a big factor in successful reentry. Again, role modelswill be helpful. PSI chapters can also be supportive by providing age-appropriatementors. Plan a program that gives credit for life and work experiences. Work closelywith temporary placement agencies. They can help you adapt your program to olderadults and tell you about the needs of community employers.

Q. How do I start the articulation process?

A. Set up a meeting between the business departments at both (or all) institutions. Beginby discussing programs and finding common points of agreement. Focus on skills andcompetencies when discussing courses. Provide the group with a number of reasonswhy the articulated situation is a WIN/WIN/WIN for each school and the student.Target a few courses. Select the exit competencies you want, then agree on the courseoutline. Invite an administrator for at least one meeting. Select several students whoare willing to try the articulated courses. Promote the courses and highlight the studentsin the local newspaper. Speeding up the time it takes to graduate from college is news. . . good news.

Q. How can I get in touch with other teachers who are using the curriculum?

A. PSI keeps track of many institutions using the curriculum and will try to match youwith another teacher by level, kind of school. and student population. Please let PSIknow when you have adopted the curriculum, so you can be a resource for someoneelse.

Q. How can I adopt the curriculum if my equipment is limited?

A. Begin with the equipment you have. If you can't allow students hands-on experiences,then use field trips to companies using the technologies, invite vendors to class todemonstrate equipment, write for brochures and videos showing the machines and theiruses, use material from PSIlike audiotapes and videos discussing the processes.Apply for equipment grants from vendors and area businesses. Talk to localbusinesspersons to see if they would sponsor your institution and provide equipmentin return for your providing staff training for them or placing students in futurepositions. Build on your networks.

Q. How do I get fellow teachers to welcome technology?

A. Attend professional meetings. Share handouts and notes with other teachers. Inviteeducators to your school to talk about the pluses of using technology in the curriculum.Apply for training grants from vendors and manufacturers to learn new technology.Highlight programs that employ technology. Get the backing of your adininistration.Show that technology courses increase enrollment. Offer to hold technology coursesfor faculty. Cite research that points out the advantages of technology. Use technologyin your own methods . . . don't just teach about it!

Q. How can I keep up with technology?

A. First, accept that you can't learn everything. Learn a few areas well and developgeneral knowledge in other related areas. Encourage other faculty to specialize in otherareas of technology. Invite area office professionals to teach applications of specificsoftware or be available for troubleshooting or application questions and answers.Subscribe to computer hardware and software newsletters and magazines. Set upannual demonstrations by local product vendors. Use the hotlines provided. Join usergroups. Most of all, have fun with technology. Learn from your students and anyoneelse who uses it well.

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CURRICULUM OVERVIEWThe purpose of the PSI. Model Curriculum For Office Careers is to provide a

comprehensive secondary and postsecondary curriculum model. This model will define theknowledge, skills, and attitudes needed by office professionals to integrate and apply theoffice resources of people and technology in the "new" reengineered office.

The PSI. Model Curriculum provides teachers with 25 relevant, futuristic courses (19core courses and 6 optional courses) written by a team of business educators from secondary,postsecondary, and state department areas. The latest research from PSI, the U.S.Department of Labor, professional and training associations, and other sources was used indeveloping the curriculum. Input from managers, practicing office professionals, andbusiness educators on the leading edge of human and technology resources was incorporated.

Curriculum Application

The PSI. Model Curriculum may be used three ways:

1. As a tech-prep model, students at the secondary level may take courses for whichthey can receive college credit. These courses will have been reviewed by both thecooperating secondary and postsecondary institution during articulation meetings.The articulated courses offered at the secondary level are identical to courses of thesame name offered at the postsecondary level. The emphasis is on competencies, ordemonstrated skills, not academic level.

2. As a non-articulated secondary model, the curriculum provides a four-year programto prepare students either to enter the workforce immediately after graduation fromGrade 12 or to enter a postsecondary institution for advanced study and specializa-tion.

3. As a non-articulated postsecondary model, the curriculum provides a two-year pro-gram for recently graduated secondary students, people who are working while re-turning to school part-time to enhance skills and promotability, and people reenteringthe workplace after an extended absence who need to update or develop skills.

Curriculum Flexibility

The PSI° Model Curriculum is noted for its flexibility as either an articulated or non-articulated model. Students may exit after Grade 12 to enter the job market. Havingcompleted the suggested course sequence, students will have marketable skills for entry-leveloffice positions. Students who complete the suggested curriculum will have experience insome or all of the following areas: keyboarding, word processing, database, spreadsheet,desktop publishing, basic math, accounting, and business English. Students will also havepersonal and professional skills for being successful on the job, such as self-assessment,

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20

accountability, and business and work ethics. They may have completed a supervised workexperience or participated in a student organization.

Students finishing Grade 12 in an articulated program and going on to a postsecondaryinstitution may have already completed many courses offered in the first year ofpostsecondary instruction. These students will have the option of graduating with anassociate degree (and possibly the CPS rating) after a single year, or remaining for the usualtwo years to specialize in an area or take additional electives. These specializations mayinclude traditional programs already in place, such as legal, medical, executive secretarial,or newly developed areas such as desktop publishing, office management, or office systems.This flexibility accommodates students who want to get into the workplace as soon aspossible, as well as those who choose to work and attend classes. This flexibility is alsouseful for reentry students who can "test out" of courses by demonstrating competencies forskills they have already mastered or who enroll in entry-level courses to achieve new skills.The model allows "credit" for life and work experiences.

Graduates of the postsecondary program will have mastered all the skills indicated inthe articulated program, plus records and office management, operating systems, advancedword processing, telecommunications, and local area network skills. Suggested optionalcourses such as Print and Presentation Media, Design Concepts and Applications, BusinessGraphics, Exploring Existing and Emerging Technologies, and Advanced BusinessCommunications will provide students with even more advanced skills.

For students who could benefit from remedial courses, or students with English as asecond language, the curriculum is flexible enough to allow for developmental courses aselectives, or extending a course from a half-year to a full-year. Conversely, schools maychoose to divide a course into smaller units to accommodate a quarter system. Note thatKeyboarding is a prerequisite course, and Introduction to Business Careers is an optionalcourse at Grade 8 or earlier. This follows a nationwide trend of teaching keyboarding andcareer education at the elementary level.

Curriculum Focus

The PSI. Model Curriculum emphasizes the use of technology and the developmentof interpersonal and professional skills. It incorporates international business in such areasas communication and customer service and stresses the need for a better understanding andacceptance of multicultural diversity. It addresses gender discrimination and utilizing theskills of the differently-abled. Emphasis is on performance-based assessment, and teachersare encouraged to use technology in their teaching methods to show its application.Simulations, work experiences, and practical applications are vital, illustrating courserelevance and skill applications.

Teamwork is consideredimportant and use of student groups is suggested throughoutthe curriculum. Suggested assessments range from objective formats to the creation of astudent work portfolio, computer-based assessments, and integrated projects using multipleskills and software programs. Business/education partnerships form the foundation of thecurriculum. The curriculum is student-centered and employment-focused.

The PSI. Model Curriculum is designed to build skills that students will use on thejoband to get the job. The more courses students take, the more developed their skills will

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be. Below is a partial listing of the skills your students can develop, depending upon thenumber of courses they complete.

Skills Developed Through Curriculum Courses

AccountingAnalytical

Basic mathCompositionComputer (hardware and software)Critical thinkingDatabaseDecision makingDesktop publishingDocument preparationEditing

FormattingGrammarGraphic designHuman relations

Interpersonal communicationsInterviewing

Keyboarding

OrganizationProblem solvingProofreading

Punctuation

Records managementResume writing

Spreadsheet

SupervisionTelephoneTime management

Word processing

Exhibit 8

Curriculum Model

The illustration on page 18 provides an overview of the complete PSI. ModelCurriculum for Office Careers. Courses rare placed in suggested grade levels withpostsecondary levels divided into two semestersA and B. The suggested time frame formost courses is one semester unless noted as "full year" courses. Schools using the quartersystem may need to modify or divide content of semester courses to create quarter courses.

Articulated courses are indicated by a star following the course title. Ideally, studentscompleting an articulated course at the secondary level should not repeat that course at thepostsecondary level since the course content is the same at both levels.

Every student is not expected to complete every course in the curriculum. Students willselect courses based upon their interests, the requirements of degree or certificate programsin which they are enrolled, and the time available for elective courses. Arrows indicateseveral exit points where students may exit the educational system with marketable skills.

Optional courses are listed separately near the bottom of the page. Introduction toBusiness Careers is suggested for Grade 8 or lower. The remaining courses are suggestedfor students who have completed several courses at the secondary level and have time foradditional courses at the postsecondary level.

17 22

PSI® Model Curriculum for Office Careers

Course

'4

Prerequisite: Keyboarding

Introduction to Business Careers (Optional)

Keyboarding Skill Budding and Document Formatting *

Business Math (Full Year)

- Applied Computer Technologies Spreadsheets *

,

r Accounting (Full Year) Database * Word Processing *

Business Engresh * Business Communication Technologies *

.,..

.

Administrative Procedures and Technologies * (Full Year)

Business Intership/Cooperative Education * (Full Year)

Desktop Pubreshing * Personal and Professional Development *

Keyboarding OR Keyboarding Skill Building and Document Formatting *

Operating Systems Business English *

Word Processing * Personal and Professional Development *

,

Database * Spreadsheets * Advanced Word Processing

Administrative Procedures and Technologies *

Business Communication Technologies *

Records Management and Imaging Technologies Desktop Publishing *

Introduction to Telecommunicatons and Networking

1.4B:,.

Cfroce Resoumes Management_ .__

Optional Courses Nilwive'

14A; 14a Business Internship/Cooperative Education*

140 Advanced Buskiess Communization Technologies

14A, 14B Design Concepts and Applications

14A,14111 Exploring Existing and Emerging Technobgien

12; 1313, 14A Business Graphics

14A Prillt and Presentation Media

23

ExitPoints

c?

;?1

c?

* Articulated coursesmay be taken ateither the secondaryor the postsecondarylevel.

LT Optional courses areavailable on disk fromSouth-Western Pub. Co.

Et

COURSE DESCRIPTIONSIndividual course descriptions complete with objectives, competencies, and recommend-

ed learning materials for each course follow beginning on page 20. Use the table below tolocate course descriptions quickly.

COURSE PAGE

Accounting 20Administrative Procedures and Technologies 23Advanced Word Processing 28Applied Computer Technologies 31Business Communication Technologies 34Business English 38Business Internship/Cooperative Education 41Business Math 45Database 48Desktop Publishing 51Introduction to Telecommunications and Networking 55Keyboarding 58Keyboarding, Skill Building, and Document Formatting 61Office Resources Management 64Operating Systems 68Personal and Professional Development 71Records Management and Imaging Technologies 74Spreadsheets 78Word Processing 81

Optional Courses

The following optional courses are available on disk in IBM WordPerfect° format alongwith the rest of the PSI° Model Curriculum. To receive your free disk from South-WesternPublishing Co., call 1-800-543-7972.

Advanced Business Communication TechnologiesBusiness GraphicsDesign Concepts and ApplicationsExploring Existing and Emerging TechnologiesIntroduction to Business CareersPrint and Presentation Media

19 24

AccounllngSuggested Level: 11

Prerequisites: Business Math or Basic Math

Descliption: Accounting will allow the student to build on basic math skills whilelearning overall accounting concepts, principles, and automated accounting procedures. Thiscourse is designed to help students learn how accounting relates to different careers, learnaccounting terminology, and apply accounting procedures. Accounting will provide studentswith an understanding of the accounting principles, cycle, and equation which are essentialfor success in other courses and in office careers.

Considerations: Appropriate software and equipment for automated accountingshould be available. One year is the recommended course length for Accounting. Aworking knowledge of spreadsheet software would be very helpful to students who take thiscourse. It is recommended that math credit be given for Accounting.

ObjectivesIn successfully completing this course, students will:

1. Demonstrate an understanding of terminology related to accounting careers andunderstand the career opportunities available.

2. Demonstrate an understanding of basic accounting terminology, concepts, andprocedures for a proprietorship, partnership, and corporation.

3. Demonstrate accountim procedures used in a proprietorship, partnership, andcorporation.

CompetenciesI. Demonstrate an understanding of terminology related to accounting careers and

understand the career opportunities available.a. Define terminology related to accounting careers.b. Describe how accounting serves as a basis for careers.c. List the differences in the tasks of different accounting workers.

2. Demonstrate an understanding of basic accounting terminology, concepts, andprocedures for a proprietorship, partnership, and corporation.a. Describe applications of accounting concepts for a proprietorship, partnership,

and corporation.b. Define accounting terms related to business transactions, worksheets, journal

entries, posting to ledgers, adjusting and closing entries, banking practices, fi-nancial statements, payroll, depreciation, uncollectible accounts, accrued revenueand accrued expenses, voucher systems, petty cash systems, inventory systems,and automated accounting systems.

2520

c. Describe the concepts and procedures related to business transactions,worksheets, journal entries, posting to ledgers, adjusting and closing entries,banking practices, finamial statements, payroll, depreciation, uncollectibleaccounts, accrued revenue and accrued expenses, voucher systems, petty cashsystems, inventory systems, and automated accounting systems.

3. Demonstrate accounting procedures used in a proprietorship, partnership, andcorporation.a. Analyze how transactions affect items in an accounting equation.b. Prepare financial statements.c. Record business transactions in a journal.d. Post amounts from a journal to a general and/or subsidiary ledger.e. Plan adjustments for a work sheet.1. Identify selected procedures for finding and correcting errors in accounting

records.g. Prepare business forms related to a checking account.h. Analyze transactions related to purchases, cash payments, sales, and cash

receipts.i. Open accounts in a general and a subsidiary ledger.j. Journalize and post payroll transactions.k. Prepare payroll tax reports.I. Figure, record, and post estimated bad debts expense.m. Figure depreciation expense and book value of a plant asset.n. Record plant asset information in a plant asset record.o. Record entries related to accounting for plant assets and depreciation.p. Record entries for accrued revenue and accrued expenses.q. Journalize the declaration and payment of a dividend accounting system.r. Prepare automated accounting system business forms needed for input of data.s. Perform file maintenance activities in automated accounting systems.t. Prepare business forms related to a voucher system, petty cash system, and an

inventory system.

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ENDORSED LEARNINGMATERIALS

The following learning materials available from South-Western Publishing Co.cover all or a significant portion of the competencies for

Accounting.

Secondary Materials

Century 21 Accounting by Ross, Hanson, Gilbertson, and Lehman

Century 21 Accounting, Advanced Course by Ross, Hanson, Gilbertson, andLehman

Century 21 Accounting, General Journal Approach, First Year Course byRoss, Hanson, Gilbertson, and Lehman

Fundamentals of Accouting, Part 1 by Ross, Hanson, Gilbertson, and Lehman

Fundamentals of Accouting, Part 2 by Ross, Hanson, Gilbertson, and Lehman

For more information about the learning materials listed for this course,call South-Western Publishing Co. at 1-800-543-7972.

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AdministrativeProcedures andTechnologiesSuggested Level: 12A-12B; 13B

Prerequisites: Word Processing

Description: Administrative Procedures and Technologies will provide comprehensivecoverage and integration of business skills and issues, develop critical-thinking and problem-solving skills, and establish a foundation in business procedures. An understanding of theroles of administrative support personnel, employment skills, office health and safety issues,organization and time management, records management, information and communicationssystems, national and international communications, meeting and travel planning,reprographics, and report and presentations research and development are included.

Considerations: This course may be used as a capstone course at the secondarylevel. Word processing, spreadsheet, and database software should be available for studentuse. It is recommended that electronic mail, simulated or actual telecommunicationssnftware, and personal information management software also be available for student use.Involvement in student organizations may be one instructional method to use in presentingtravel and meeting-planning competencies.


1. Describe the importance of administrative support in today's business environment.2. Develop personal and professional skills necessary for securing and maintaining

employment.3. Examine employment, health, and safety issues.4. Manually or electronically apply organizational and time management principles to

increase productivity.5. Demonstrate automated or manual records management skills.6. Process mail.7. Demonstrate an understanding of reprographics equipment, procedures, and applica-

tions.8. Demonstrate knowledge of information communications systems.9. Demonstrate knowledge of telephone systems and good telephone protocol.

10. Demonstrate knowledge of the processes involved in making national and interna-tional travel arrangements and issues related to such travel.

11. Demonstrate ability to plan and conduct a meeting.12. Demonstrate individual or group ability to plan, research, organize, and prepare a

written and/or oral presentation using appropriate media and technology to presentsolutions to current business issues or problems.

23 28

Competencies1. Describe the importance of administrative support in today's business environment.

a. Define administrative support.b. Discuss the impact of technology in business.c. Explain the importance of continuing education and professional development in

lifelong learning.d. Discuss the responsibilities of individual employees in relation to global competi-

tion, increased emphasis on personal productivity, customer service, and respon-sible business practices.

e. Review an organizational network and describe the relationships betweenpositions and responsibilities.

2. Develop personal and professional skills necessary for securing and maintainingemployment.a. Identify ethical practices and responsibilities including handling confidential

information.b. Apply good human relation skills in working with others in a diverse,

multicultural environment.c. Use effective oral and written communication skills.d. Follow and give written and oral directions.e. Display a professional attitude when requested to correct or revise work.

3. Examine employment, health, and safety issues.a. Discuss the importance of good labor relations.b. Identify and discuss state, federal, and local labor laws.c. List workers' rights regarding issues such as sexual harassment, discrimination,

and privacy.d. Identify agencies that establish and monitor health and safety standards; identify

important health and safety standards established by these agencies.e. Discuss workers' compensation.1. List the main causes of accidents in the office and identify preventive measures.g. Define and discuss ergonomics.h. Identify health problems associated with improper use of technology, such as

carpal tunnel syndrome, and identify preventive measures.I. Identify responsibilities organizations have to their employees in terms of the

Right to Know Law and risk management.

4. Manually or electronically apply organizational and time management principles toincrease productivity.a. Define productivity.b. Create a personal time log to analyze how time is spent.c. Set goals and establish priorities.d. Develop a To Do List, prioritize tasks, and establish deadlines.e. Use a calendaring system.f. Outline steps needed to complete a project: determining resources required

(people, time, money, facilities), analyzing work flow for efficiency, and deter-mining and tracking delegated responsibilities.

5. Demonstrate ad...mated or manual records management skills.a. Define terms associated with filing and records management.

24 29

b. Create a filing system for efficient storage and retrieval of integrated media suchas electronic resumes, videos, and disks.

c. Index, code, file, and retrieve by alphabetic, geographic, subject, and numericsystems.

d. Cross-reference materials in the alphabetic, numeric, alpha-numeric, geographic,and subject filing systems.

e. Name organizations that set standards for and provide information on recordsmanagement.

f. Describe automated and manual records storage systems.g. Describe microfilm records storage systems.h. Discuss a records retention program in terms of legal and other considerations.i. Discuss procedures to keep classified or confidential materials secure.

6. Process mail.a. Define terms associated with mail processing.b. Classify and sort mail.c. Address national and international mail.d. Select and justify the most appropriate method to use in sending domestic and

international mail in terms of cost, time, and other considerations.e. Sort and select records from a database to create a mailing list.f. Discuss ethical and legal issues associated with electronic mail.g. Discuss the advantages, disadvantages, costs, confidentiality, external and internal

systems, and other aspects of facsimile mail.h. Fax a document.

7. Demonstrate an understanding of reprographics equipment, procedures, and applica-tions.a. Define terminology associated with reprographics (copying).b. Identify types of copiers available and copier features.c. Establish a quality standard and use it to ensure quality output.d. Discuss proper maintenance of copying equipment.e. Determine the most appropriate method to use in copying documents.f. Discuss copyright laws associated with copying printed material.g. Copy documents producing quality reproductions.h. Explain trouble-shooting procedures to follow when confronted with a problem

during copying.i. Compare and recommend vendors using specified criteria, evaluating features,

support, and maintenance services.

8. Demonstrate knowledge of information communications systems.a. Define telecommunications and network terminology.b. Explain the different network architectures (topologies) including star, ring, and

bus configurations.c. Identify hardware requirements for transmitting data electronically.d. Discuss the application and features of communication systems including bulletin

boards, information services, bibliographic (electronic library retrieval) services,world-wide networks, electronic banking, and computer conferencing.

e. Access or send information using any of the communication software applica-tions discussed above.

3025

9. Demonstrate knowledge of telephone systems and good telephone protocol.a. Discuss current and futuristic features of telephone systems (call restriction, call

waiting, automatic call back, call timing, conference calling, and speed dialing).

b. Describe features of voice mail.c. Explain long-distance service features.d. Determine the most appropriate method to use in placing telephone calls.e. Explain how to place national and international long distance calls requiring

telephone credit card or operator assistance.f. Discuss proper telephone protocol.g. Locate business, government, and residential phone numbers by using the tele-

phone book.h. Determine time zones and area codes and outline procedures for making calls

using this information.i. Apply good techniques when placing and receiving telephone calls.

J. Transfer and screen calls efficiently.k. Take and relay accurate phone messages.

10. Demonstrate knowledge of the processes involved in making national and interna-tional travel arrangements and issues related to such travel.a. Analyze various methods of travel and determine the most appropriate method.b. Investigate international health policies, driving regulations, customs procedures

and restrictions, passport and visa requirements, monetary exchange procedures,time differences, embassy locations, ground transportation, and cultural differ-ences.

c. Plan a national and international trip including working with a travel agent,arranging car rentals, and making hotel reservations.

d. Make a travel itinerary.e. Discuss safety and security issues related to travel, such as preventative health

measures and personal and property safety techniques.f. Complete an expense report.

11. Plan and conduct a meeting.a. Perform pre-meeting procedures.b. Create a meeting agenda.c. Conduct a meeting.d. Take minutes of a meeting.e. Evaluate a meeting.

12. Demonstrate individual or group ability to plan, research, organize, and prepare awritten and/or oral presentation using appropriate media and technology to presentsolutions to current business issues or problems.a. Identify the problem or issue to be addressed.b. Research the issue or problem.c. Analyze the research results in order to organize or problem solve.d. Prepare and give a written or oral presentation.

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Administrative Procedures and Technologies.

Secondary Materials

The Office by Oliverio, Pasewark, and White

Postsecondary Materials

Administrative Support Systems and Procedures by Jaderstrom and Kruk

Office Procedures and Technology by Fulton

Procedures for the Office Professional by Fulton and Hanks

The Electronic Office by Tilton, Jackson, and Rigby

Supplementary Materials

Alphabetic Indexing by Guthrie and Norwood

Alphabetic Indexing Rules, Application by Computer by FoseganBeacon Hill Associates, An Executive Secretary Simulation by McIntosh and

Welter

Business Records Control by Fosegan, Ginn, and Goodman

Getting a Job by Zedlitz

Intensive Files Management by Henne

Microfile II by Foesgan

Office Filing Procedures by Fosegan, Ginn, and Goodman

Reference Manual for the Office by House and Sigler

SimpliFile by Fosegan, Goodman, and Bassett

Telephone Techniques and Technology by White

Word Division Manual by Perry

The Silver Unicorn, A Telecommunications Simulation by Dickey-Olson.

For more information about the learning materials listed for this course,call South-Western Publishing Co. at 1400-543-7972.

27 32

AdvancedWordProcessingSuggested Level: 13B

Prerequisites: Word Processing and Operating Systems or equivalent competencies

Description: Advanced Word Processing will increase student proficiency in usingadvanced word processing functions. Emphasis will be placed on adapting software forparticular jobs and industries. Importing and exporting information between softwarepackages and generating complex documents such as newsletters and forms will be included.

Considerations: Industry standard software is recommended, and exposure tomultiple word processing packages is preferred. This course will allow students to maximizetheir effectiveness with word processing in the business office and to continue to developa professional portfolio.


I. Create documents for specialized fields such as medical, legal, government, andinsurance which require special characters or formatting.

2. Compose documents on screen and print clean final copy.3. Manipulate files through a word processing file manager.4. Generate complex, multipart documents such as newsletters and brochures using

desktop publishing capabilities of the word processing software.5. Adapt or customize software applications to maximize productivity6. Generate complex business forms.7. Manipulate numeric and alphabetic information.8. Communicate using software telecommunications features.

Competencies1. Create documents for specialized fields such as medical, legal, government, and

insurance which require special characters or formatting.a. Incorporate ASCII, international, and other special characters.b. Key equations.c. Number paragraphs and lines.d. Utilize and add to specialized dictionaries.e. Generate tables of contents.f. Annotate reports.

2. Compose documents on screen and print clean final copy.a. Input information.b. Organize and arrange information.

3328

oI

go

c. Edit for grammar, content, word usage, and spelling.d. Print mailable final copy.

3. Manipulate files through a word processing file manager.a. Move files.b. Delete files.c. Copy files.d. Rename files.

4. Generate complex, multipart documents such as newsletters and brochures usingdesktop publishing capabilities of the word processing software.a. Organize and emphasize text with multiple fonts.b. Import/scan graphics.c. Place graphics and lines.d. Import/export information between software packages.e. Format columns.f. Design complex tables.g. Incorporate good graphic design elements in documents.

5. Adapt or customize software applications to maximize productivity.a. Create and use macros.b. Develop and apply style sheets.c. Customize defaults.d. Customize keyboard settings and use international and alternate keyboard

Lettings.

6. Generate complex business forms.a. Design printed forms for completion by hand or machine.b. Design electronic forms for completion on screen.

7. Manipulate numeric and alphabetic information.a. Sort in ascending order and in descending order.b. Sort on multiple keys.c. Perform mathematical calculations.d. Link and embed information between documents and programs.

8. Communicate using software telecommunications features.a. Connect to other resources using software phone dialing capabilities.b. Transmit documents via faxboard from within word processing software.

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The following learning materials available from South-Western Publishing Co.

cover all or a significant portion of the competencies forAdvanced Word Proceining.


Advanced WordPerfect 5.0/5.1 by Sullivan

Desktop Publishing With WordPerfect by Sullivan

From Word Processing to Desktop Publishing by Blanc

Using WordPerfect 5.2 for WindowsTM for Desktop Publishing by Gehris(Available Spring, 1994)

WordPerfect on the Macintosh. by Sullivan

WordPerfect 5.1 Complete Course by Eisch


Regal Crown Hotel, An Advanced Word Processing Simulation by Ambrose

Surfside Resort, A Business Publishing Simulation by Sullivan

WordPerfect 5.1 Macro Source Book by Hubbard (Available Spring, 1994)


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O AppliedComputerTechnologiesSuggested Level: 10A

Prerequisites: Keyboarding or equivalent competencies

Description: Applied Computer Technologies is an overview course that will insurestudents a firm foundation in computer applications. Students will be introduced tooperating systems, word processing, database, spreadsheets, desktop publishing, multimedia,and telecommunicaticds. This course will also explain the differences between working ona network and in a stand-alone environment.

Considerations: Using a simulated learning experience as a culmination to thiscourse would be beneficial. This basic course is essential in preparing students for moreadvanced courses.


1. Demonstrate a basic understanding of computer operating systems.2. Demonstrate a basic understanding of word processing.3. Demonstrate a basic understanding of database applications.4. Demonstrate a basic understanding of spreadsheet applications.5. Demonstrate a basic understanding of desktop publishing applications.6. Describe the basic concepts and applications of multimedia.7. Demonstrate a basic understanding of telecommunications.8. Describe computer viruses.9. Explain the ethics and licensure regulations relating to computer usage.

Competencies1. Demonstrate a basic understanding of computer operating systems.

a. Define terminology related to computer operating systems.b. List and describe applications of computer operating systems.c. List and describe the differences between working in a network environment and

a stand-alone computer environment.d. Apply basic commands of operating system software.e. Demonstrate proper file and disk management.

2. Demonstrate a basic understanding of word processing.a. Define terminology related to word processing.b. List and describe applications of word processing.c. Apply basic word processing features to produce simple documents.

3136

3. Demonstrate a basic understanding of database applications.a. Define terminology related to database applications.b. List and describe database applications.c. Apply basic features of database software.

4. Demonstrate a basic understanding of spreadsheet applications.a. Define terminology related to spreadsheet applications.b. List and describe spreadsheet applications.c. Apply basic features of spreadsheet software.

5. Demonstrate a basic understanding of desktop publishing applications.a. Define terminology related to desktop publishing applications.b. List and describe desktop publishing applications.c. Apply basic features of desktop publishing software.

6. Describe the basic concepts and applications of multimedia.a. Define terminology related to multimedia.b. List and describe applications of multimedia.

7. Demonstrate a basic understanding of telecommunications.a. Define terminology related to telecommunications.b. List and describe telecommunications applications.c. Describe the importance of using proper etiquette and ethics related to telecom-

munications.d. Apply basic features of telecommunications equipment and software.

8. Describe computer viruses.a. Explain the effects of computer viruses.b. Identify various types of computer viruses.c. List methods of prevention and elimination of computer viruses.

9. Explain the ethics and licensure regulations relating to computer usage.a. Describe ethical and unethical behavior as it relates to computer usage.b. List the various types of licensure and regulations that apply to computer usage,

such as copyright, site licenses, and confidentiality.

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Applied Computer Technologies.

Secondary Materials

Computer and Information Processing by Clark, Allen, and Klooster

Computer Applications and Concepts by Groneman and Jaderstrom

Computer Dimensions by South-Western Publishing and Arnowitz Productions

Hypercard° and Interactive Video Made Easy by Pollard

Computing With ClarisWorksw by Price (Available Spring, 1994)

Hyperstudio° Quick Course, Apple° H GS° Version by Cochran and Staats

Hyperstudio Quick Course, Macintosh Version by Cochran and Staats

Microsoft Works for DOS° Tutorial and Applications by Pasewark andPasewark

Microsoft Works for Macintosh Tutorial and Applications by Pasewark andPasewark

Microsoft Works for Windows Tutorial and Applications by Pasewark andPasewark

Telecommunications Concepts and Applications by Cubbler, Olivo, andScrogan

Wheels for Sale, A Computer Applications Simulation by Boyce and Boyce

WordPerfect/Lotus/dBASE Tutorial and Applications by Thompson


Humanagement, Inc. Activities for .Word Processing, Database, Spreadsheet,Graphing, and Desktop Publishing by Popyk and Maddalena

Sails for Rent, an Information Management Simulation by Boyce and Boyce

VideoStop: Computer Applications Simulation by Crippen and Jaehne(Available Fall, 1994)


33 38

BusinessCommunicationsTechnologiesSuggested Level: 11B, 13B

Prerequisites: Word Processing and Business English or equivalent competencies

Descliption: Business Communications Technologies will teach advanced grammar,punctuation, and composition skills. Students will prepare business correspondence, deliveroral presentations, and use electronic writing tools. Students will develop sensitivity incommunicating with a diverse workforce. International communications will also beaddressed.

Considerations: Appropriate software such as word processing, electronic mail,granunar checkers, and presentation software should be available for student use. Use oftelephone simulation equipment is also recommended.


1. Demonstrate effective listening skills.2. Demonstrate knowledge of correct format and styles for business letters, memoran-

dums, and reports.3. Communicate effectively in written form.4. Produce and distribute appropriately formatted business documents.5. Demonstrate effective speaking skills.6. Plan, develop, and deliver an oral presentation.7. Demonstrate sensitivity in communicating with a diverse workforce.8. Develop communication skills for an international audience.9. Use the telephone effectively for oral business communications using a variety of

telephone features and equipment.

Competencies1. Demonstrate effective listening skills.

a. Acquire the listening skills needed for employment.b. Listen for content when taking written notes for meetings, instructions, and

telephone messages.c. Use listening techniq!;:;s to remember information and names.d. Listen to and follow oral directions.

2. Demonstrate knowledge of correct format and style for business letters, memoran-dums, and reports.a. Describe common business letter styles.b. Describe common business memorandum styles.c. Describe common business report styles.

3. Communicate effectively in written form.a. Determine the purpose of the communication and the intended audience for docu-

ments.b. Gather the necessary information.c. Organize information and plan the message.d. Choose the most appropriate format for messages.e. Revise the document if necessary.1. Use proofreaders' marks properly.g. Use print or electronic references to verify accuracy.h. Use correct grammar, appropriate tone, degree of formality, and reading level.I. Compose messages that are clear, concise, complete, consistent, correct, and

courteous.

4. Produce and distribute appropriately formatted business documents.a. Generate documents using word processing software.b. Choose and apply appropriate formats for documents.c. Use fonts and graphics to enhance documents in appearance and effectiveness.d. Use spell checker and grammar checker correctly.e. Compare and select the most effective distribution method for the type of docu-

ment.f. Use copier, mail, private mail carriers, fax, or e-mail to distribute documents.

5. Demonstrate effective speaking skills.a. Use appropriate tone, speed, volume, and pitch.b. Pronounce and enunciate words correctly.c. Use proper grammar.

6. Plan, develop, and deliver an oral presentation.a. Determine the purpose and intended audience for the oral presentation.b. Gather the necessary information.c. Organize information and plan the message.d. Generate an outline of key points.e. Select and prepare the presentation materials.f. Use proper grammar and word usage in delivering the oral presentation.g. Use effective expression and emphasis to enhance the delivery of the presenta-

tion.h. Use persuasion techniques.i. Create a favorable impression through dress, posture, expression, manners, and

body language.

7. Demonstrate sensitivity in communicating with a diverse workforce.a. Research and identify diversity factors that impact communication.b. Apply appropriate strategies for successful communication.

8. Develop communication skills for an international audience.a. Prepare documents in correct style for international communications.b. Research and identify the customs of the people with whom you are communi-

cating.c. List resources to utilize in finding answers to questions related to international

business communications.d. Investigate the use of translation software.

9. Use a variety of telephone features and equipment for oral business communications.a. List and describe the telephone features and services available, including voice

mail, video calls, and cellular phones.b. Use telephone equipment, features, and services properly and efficiently.c. Use telephone reference materials effectively.d. Select an appropriate time and method for long-distance national and internation-

al calls.e. Demonstrate the ability to use proper telephone etiquette.f. Handle problem calls with courtesy and efficiency.g. Use listening skills to clarify and prepare accurate messages.

41

36



Business Communications Technologies.

Secondary Materials

Business Communications with Contemporary Issues and MicrocomputerApplications by Rader and Kurth

Business Oral Communication by Gwyn and Gwyn

Communicating for Success: An Applied Approach by Hyden, Jordan,Steinauer, and Jones

Effective Communication for Today by Hulbert


Basic Letter and Memo Writing by VanHuss

Basics of Business Communication by Merrier

Basics of Oral Communication by Timm

Let's Talk Business by Miculka


Telephone Techniques and Technology by White


37 42

BusinessEnglishSuggested Level: 11, 13A

Prerequisites: Keyboarding

Description: Business English will provide comprehensive coverage of the funda-mentals of English. The student will develop a solid foundation in English grammaressential for successful communication. It is important for future office employees to havea mastery of these skills.

Considerations: It is recommended that technology be available for use when neededfor grammar drills; composing documents; proofreading; assessing readability level, propersentence length, and word length; grammar checks; and computer editing. English creditshould be given for this course. It is recommended that Business CommunicationsTechnologies and this course be combined at the secondary level for a full year course.


1. Build reading and proofreading skill.2. Improve editing skills.3. Use effective grammar skills.4. Improve punctuation skills.5. Create written messages so each idea flows smoothly into the next.

Competencies1. Build reading and proofreading skill.

a. Explain reading techniques for different purposes.b. Increase reading speed through timed practices.c. Apply techniques to improve reading comprehension.d. Apply techniques to improve memory.e. Apply a systematic method for proofreading printed and electronic documents.f. Edit documents using correct proofreaders' marks.

2. Improve editing skills.a. Edit messages for accuracy and effectiveness.b. Use reference books such as standard office manual, atlas, encyclopedia, dictio-

nary, thesaurus, Zip Code directory, and telephone reference materials.c. Use and understand commonly misused words.d. Maintain a list of frequently misspelled words.

3. Use effective grammar skills.a. Construct complete sentences that convey ideas clearly.b. Use verbs correctly.c. Use nouns and pronouns correctly.

38 43

or'C--,

d. Choose the correct verb form to agree with the noun or pronoun in a sentence.e. Select appropriate descriptive words (adjectives and adverbs).1. Use conjunctions and prepositions to join words clearly and correctly.

4. Improve punctuation skills.a. Use periods, question marks, and exclamation points to end sentences correctly.b. Use commas, semicolons, colons, and dashes to provide pauses and guide readers

through messages.c. Identify the exact words of other writers and speakers by using quotation marks.d. Separate and identify additional information by using parentheses.e. Form possessives, contractions, and special plurals correctly by using apostro-

phes.f. Capitalize words according to accepted standards.g. Use correct abbreviations and symbols when appropriate.h. Use correct form in writing numbers in communications.

5. Create written messages so each idea flows smoothly into the next.a. Use words, phrases, and clauses to have messages interpreted correctly.b. Use phrases that communicate a positive, conversational tone.c. Use balanced words, phrases, sentences, and paragraphs.d. Apply the techniques for writing effective sentences and paragraphs..

39 44



Business English.

Secondary Materials

Basics of English by Miller and Brantley

Basics of Writing by Krizan and Logan

English the Easy Way by Schachter and Clark

Making English Work for You by Hoyt


Basic English Review by Schachter and Clark

Basics of English by Miller and Brantley

Basics of Writing by Krizan and Logan

English and Vocabulary for Careers by Bachman, Sigband, and Hipple

Making English Work for You by Hoyt


45

40

BusinessInternship/Cooperative EducationSuggested Level: 12A-12B or 14A, 14B Optional Course

Prerequisites: Appropriate administrative support skills and course work as approved bythe Internship/Cooperative Education Coordinator

Description: Business Internship/Cooperative Education is a program that will providethe opportunity for students to work in an office environment in the local businesscommunity. The student will secure employment and demonstrate skills required forsuccessful performance in an administrative support position. The student will display theability to communicate effectively with others and perform job tasks accurately andefficiently. Integration of classroom training with on-the-job experience will alb:4 Ilk'.student to relate more meaningfully to office professional careers. Exposure to technologyused in the workplace will give hands-on experience to students.

Considerations: All placements should be approved by the Internship/CooperativeEducation Coordinator. Monetary compensation from the cooperative employer isrecommended. Secondary students in this program should be at least 16 years of age. Theprogram must have sufficient structure to insure that students have meaningful, on-the-joblearning experiences. A written report and oral presentation about the job experience areencouraged. Frequent on-site visits by the coordinator to view student performance andconferences with the supervisor to determine progress of the student are necessary. Studentattendance at local PSI chapter meetings is encouraged to foster professional growth andexpand career networking potentials.


1. Obtain employment in an administrative support position.2. Apply training and knowledge gained in studies to an actual work situation.3. Demonstrate effective human relations skills.4. Demonstrate responsible work ethics.5. Apply principles of good grooming and business etiquette by displaying a profes-

sional image.6. Evaluate job progress and suitability for support occupations.7. Set career goals.8. Describe and apply safe working practices and procedures to all office training

situations.9. Demonstrate an understanding of concepts related to entrepreneurship.

41 4 6

Competencies1. Obtain employment in an administrative support position.

a. Assemble a professional portfolio.b. Prepare a high-quality resume.c. Locate and contact prospective employers.d. Compose and prepare a letter of application.e. Complete application forms neatly and accurately.1. Prepare for testing of skills by the employer.g. Complete a successful job interview.h. Use decision-making skills to accept or reject a job offer.

2. Apply training and knowledge gained in studies to an actual work situation.a. Apply computer and other technology skills to job tasks in an office environ-

ment.b. Apply effective oral and written communication skills to work assignments.c. Use appropriate technology to solve problems encountered on the job.d. Use appropriate reference materials in solving problems encountered on the job.e. Perform basic math functions in completing work assignments.

3. Demonstrate effective human relations skills.a. Exhibit satisfactory attitudes toward work responsibilities, coworkers, supervisors,

and the client/customer.b. Discuss methods of overcoming barriers to effective oral and written commu-

nications.c. Work as a member of a group or team.d. Discuss the importance of showing respect to others regardless of ability, race,

nationality, and physical, cultural, or religious diversities.

4. Demonstrate responsible work ethics.a. Adhere to policies, rules, and regulations of the organization.b. Follow oral and written instructions.c. Explain the importance of becoming involved in company activities.d. Be prompt and establish a good attendance record.e. Complete tasks in a reasonable amount of time.

Respect and adhere to the chain of command when a conflict or problem occurs.g. Discuss the necessity of assuming responsibility for quality of work performed.h. Explain the value of seeking additional tasks and responsibilities.I. Discuss the importance of displaying loyalty to the organization.

5. Apply principles of good grooming and business etiquette by displaying a profes-sional image.a. Dress appropriately for the employment situation.b. Follow good grooming practices for a professional appearance.c. Use proper business etiquette in business/social situations.

6. Evaluate job progress and suitability for support occupations.a. Describe the purposes and benefits of a performance evaluation.b. Identify types of performance evaluation instruments.c. Describe the performance evaluation process used by the participating internship

employer.

42 4 7

4)

d. Perform a self-evaluating inventory on strengths and weaknesses of job perfor-mance.

e. Participate in a performance evaluation interview with the on-the-job supervisorand with the internship coordinator.

f. List strategies for improvement.g. Evaluate job satisfaction in the cooperative position.

7. Set career goals.a. List career goals after discussing options for employment.b. Prepare a plan for achieving career goals, including an educational blueprint.c. Network with office professionals who are employed in the desired field (through

PSI and other professional organizations, mentoring, shadowing).d. Discuss the inevitability of change and techniques for developing skills tia handle

the change.e. Discuss the challenges of staying employed in a changing world economy.f. Discuss the need for lifelong learning and list options for continued training.g. Prepare a personal marketing plan.

8. Describe and apply safe working practices and procedures to all office trainingsituations.a. Interpret responsibilities and rights of employers and employees to maintain

safety standards.b. Discuss occupational, safety, and health acts such as OSHA and the National

Institute for Occupational Safety and Health (NIOSH) in th'.: United States.c. Demonstrate the correct first aid treatment for emergency situations.d. Select the correct safety rules associated with fire safety.e. Identify the necessary precautions to take for proper safety in the office.

9. Demonstrate an understanding of concepts related to entrepreneurship.a. List opportunities and options for business ownership.b. Identify entry-level procedures, planning processes, and terms needed to open a

business.c. Describe the role of small business in the free enterprise system.

484$



Business Internship/Cooperative Education.

Secondary Materials

The Dynamics of Work by Daggett and Miles

The Work Experience Planner by Stull and Zedlitz


Dimensions in Professional Development by Reynolds

Learning From Working by Barbeau and Stull

Your Career, How To Make It Happen by Levitt


Getting A Job, Process Kit by Zedlirz

Writing Effective Resumes, A Complete Guide by McCabe and McCabe


44 49

BusinessMathSuggested Level: 9B

Prerequisite: Basic math skills

Description: Business Math will help students improve proficiency with basic mathskills and apply basic math concepts to business situations. Students will build skills inworking with percentages, payroll, taxes, and business retail situations.

Considerations: Ten-key calculations should be done on electronic calculators or acomputer ten-key numeric pad using proper touch methods.

ObjectivesIn successfully completing this course, students win:

1. Operate a calculator using the touch method.2. Demonstrate a knowledge of business math terminology.3. Solve mathematical problems.4. Work with various types of numbers.5. Apply math skills to business transactions, reports, and documents.6. Apply math skills to personal finances.7. Demonstrate an understanding of business graphs and charts.

Competencies1. Operate a calculator using the touch method.

a. Build speed and accuracy in data entry.b. Proofread and edit numbers.

2. Demonstrate a knowledge of business math terminology.a. Define business math terms.b. Use business math terms correctly and appropriately.

3. Solve mathematical problems.a. Analyze the problem.b. Round numbers and estimate a solution to the problem.c. Perform mathematical computations.d. Compare estimated solution with computed solution.

4. Work with various types of numbers.a. Add, subtract, multiply, and divide whole numbers, decimals, percentages, and

fractions.b. Convert numbers from American Standard English measurements to metrics.

c. Convert numbers from metrics to American Standard English measurements.d. Demonstrate knowledge of currency exchange in international business.

45 50

5. Apply math skills to business transactions, reports, and documents.a. Complete and verify various business forms including calculating discounts on

invoices.b. Compute and compare interest and finance charges.c. Calculate percent of increase/decrease of sales inventory.d. Complete depreciation schedules.e. Compute payroll and taxes.f. Calculate volume and weight measurements.g. Compute commission, markup, and selling price.h. Use deductive reasoning to solve problems and generate conclusions.

6. Apply math skills to personal finances.a. Compute and compare interest on credit cards and loans.b. Write checks, maintain checkbook balance, and reconcile bank statements using a

simulation project.c. List consequences of bankruptcy.d. Read and interpret forms used in employment, such as W-2s, W-4s, and payroll

summaries.e. Prepare a personal budget using a simulation project.

7. Demonstrate an understanding of business graphs and charts.a. Define terminology related to business graphs and charts.b. List and describe applications for business graphs and charts.c. Interpret business graphs and charts.d. Create business graphs and charts.

5146



Business Math.

Secondary Materials

Applied Business Mathematics by Schultheis, Kaczmarski, and Fairbank

Business Math Using Calculators by Burton and Shelton

Learning Basic Math and Business Math Using the Calculator by Muncasterand Prescott

Mathematics of Money by Clayton


Electronic Calculators by Pasewark

Electronic Office Machines by Pasewark


517

DatabaseSuggested Level: 11B, 13B

Prerequisites: Keyboarding, Operating Systems

Description: Database will provide training in theconcepts of database managementand the use of relational database software for business applications. Students will createand manipulate data files and format output as documents and reports.

Considerations: This introductory course is intended to prepare students for entry-level work. A local community survey should be conducted to identify the most populardatabase software and functions to be learned. Objective and performance-based evaluationsare recommended. Students should be encouraged to develop a professional portfolio.


1. Demonstrate an understanding of database management concepts and terminology.2. Design and create a database using specific criteria.3. Modify database file structure and records to produce desired output.4. Demonstrate an understanding of file management techniques.5. Demonstrate the ability to use basic commands, expressions, and relational opera-

tions.6. Demonstrate knowledge of printing and output techniques.7. Design, create, and modify custom screen formats.8. Create and manipulate data using multiple databases.9. Perform mathematical operations and relate their application to existing information

in a database.

Competencies1. Demonstrate an understanding of database management concepts and terminology.

a. Define database management terminology.b. Use database management terminology correctly and appropriately in context.

2. Design and create a database using specific criteria.a. Design a database and identify fields with appropriate width and type.b. Key the information into the database.

3. Modify database file structure and records to produce desired output.a. Append, modify, and delete records in the database.b. Modify the structure of the database.

4. Demonstrate an understanding of file management techniques.a. Save and delete files.b. Copy files and file structure.c. Use procedures appropriately for creating and modifying a database and its

records as well as the output of data.

485

5. Demonstrate the ability to use basic commands, expressions, and relational opera-tions.a. Create, modify, copy, list, delete, and print a database.b. Locate, insert, modify, and delete records.c. Query, sort, and index a database.d. Perform multiple sorts and indexes on the records.

6. Demonstrate knowledge of printing and output techniques.a. List the records and files on the screen.b. Print the list of records and files.c. Design the format of final documents in order to appropriately produce output.d. Design the output document such as labels and reports.e. Print various data such as labels, repetitive documents, and reports.

7. Design, create, and modify custom screen formats.a. Design custom screen formats for maximum productivity.b. Create and revise custom screen formats.c. Use field templates and picture fanctions to manipulate data.

8. Create and manipulate data using multiple databases.a. Identify whether two or more databases can be used together.b. Combine two or more databases.c. Select specific records from one database to add to another.d. Update multiple databases using query, sort, and index techniques.

9. Perform mathematical operations and relate their application to existing informationin a database.a. Perform addition, subtraction, multiplication, division, exponentiation, and square

root calculations.b. Create and produce documents using calculated data.

Ati



Database.

Secondary Materials

dBASE for Windows: Concepts and Applications by Arntson andRuprecht (Available Fall, 1994)

dBASE IV: Concepts, Exercises, and Applications by Arntson

Using dBASE IV for Database Applications by Drum and Jansen


Database Applications by Drum (Available Summer, 1994)


55SO

DesktopPublishingSuggested Level: 12, 14A

Prerequisites: Keyboarding and Word ProcessingKnowledge of an operating system and skill in using a mouse or other input devices wouldbe beneficial.

Description: Desktop Publishing is an Introductory course that will acquaint studentswith graphic design techniques, principles of page layout and design, and desktop publishingterminology and applications. Students will create a variety of documents such as flyers,brochures, newsletters, and student business :Ards using industry standard desktop publishingsoftware, graphics, and effective design conventions. Students will also become familiarwith style sheets, templates, and importing material created in other software programs. Thiscourse will assist students in producing documents that communicate effectively throughgood design and application of basic concepts of desktop publishing.

Considerations: This course is intended to provide students with entry-level skills.A local community survey should be conducted to identify the aripropriate industry-standarddesktop publishing (page layout) programs for student use. Students should be encouragedto maintain a portfolio of their work for assessment and job interviewing. Objective andperformance-based evaluations are recommended. It is also recommended that a capstoneproject be used to document competency mastery.


1. Demonstrate knowledge of hardware and operating system requirements used withdesktop publishing.

2. Identify popular page layout software programs and other software applicationprograms that may be used with desktop publishing.

3. Demonstrate knowledge of desktop publishing concepts and career opportunities.4. Demonstrate knowledge of legal and ethical aspects associated with using and

modifying electronic clip art, scanned text, and graphics in creating desktop publica-tions.

5. Demonstrate ability to work with reference materials, documentation, and otherresources related to desktop publishing.

6. Design attractive desktop published documents.7 . Produce attractive desktop published documents.8. Import text and graphics from other software programs.

CompetenciesI. Demonstrate knowledge of hardware and operating system requirements used with

desktop publishing.a. Discuss the advantages and disadvantages of printer types in terms of their

appropriateness for desktop publishing applications.

5/ 56

b. Identify types and characteristics of input devices used with desktop publishing.c. List the system hardware requirements for most desktop publishing applications

and software programs.d. Discuss advantages and disadvantages of monitor size and screen resolution for

desktop publishing.

2. Identify popular page layout software programs and other software applicationprograms that may be used with desktop publishing.a. Name several popular page layout (composition) programs.b. Name software programs that are used in conjunction with desktop publishing

software programs.

3. Demonstrate knowledge of desktop publishing concepts and career opportunities.a. Define terminology related to desktop publishing.b. List several types of documents and publications that can be created with desktop

publishing software.c. Describe ways that desktop publishing can be used in business, at home, and at

school.d. Discuss the benefits of desktop publishing.e. Identify careers and discuss self-employment opportunities using desktop publish-

ing.

4. Demonstrate knowledge of legal and ethical aspects associated with using andmodifying electronic clip art, scanned text, and graphics in creating desktop publica-tions.a. Discuss copyright laws pertaining to scanned images and documents used in

desktop publishing.b. Discuss copyright laws pertaining to the use of electronic clip art in desktop

publishing.c. Identify situations where scanned images, documents, and electronic graphics

may legally be used but are ethically questionable.

5. Demonstrate ability to work with reference materials, documentation, an otherresources related to desktop publishing.a. Use documentation and reference materials to resolve problems enco ptered

during creation of desktop published documents.b. List journals auf nther publications associated with desktop publishing.

6. Design attractive desktop published documents.a. Determine the best type of desktop publication based upon the purpose of the

publication, intended audience, life of publication, cost limits, and time con-straints.

b. Discuss typography elements such as categories of typefaces, type styles, andfonts.

c. Plan an effective printed presentation of text by determining appropriate typefac-es, type sizes, height, leading, alignment, spacing attributes, kerning, use ofspecial characters such as bullets, and emphasis features such as bold andunderline.

52 57

0 d. Plan an effective layout in terms of design for ease of readability and attractive-ness by determining proper line length, use of white space, column position andspacing, page margins, and graphic placements.

e. Plan effective visual presentation of graphic boxes, lines, illustrations, andimages.

7. Produce attractive desktop published documents.a. Create, edit, and save style sheets.b. Create and use templates.c. Create multi-page and multi-column documents.d. Demonstrate use of keyboard shortcuts.e. Create a desktop publication that includes graphics in the form of clip art, boxes,

shading, lines, and illustrations created with drawing and paint tools.f. Generate a variety of documents such as flyers, newsletters, bulletins, proposals,

reports, business cards, greeting cards, and brochures.

8. Import text and graphics from other software programs.a. Import text from a word processing program into a desktop published document.b. Import graphics, charts, text or tables from scanned material, paint, spreadsheet,

or database software programs into a desktop publication.

53

53



Desktop Publishing.

Secondary and Postsecondary Materials

Desktop Publishing Using Page Maker by Brownell

Desktop Publishing Applications Using Page Maker 5.0 by Cocke and

Page Maker 4.0 Macintosh Version: Concepts and Applications for theDesktop Publisher by Taylor, Arntson, and Moore

Page Maker 5.0 Concepts and Applications for the Desktop Publisher byArntson and Moore (Available Fall, 1994)

Ventura Publisher 2.0 Concepts and Applications by Auvil and Stewart

Suppkmentary Materials

Concepts and Applications for the Desktop Publisher by Arntson andNordquist

alp Art Folio by South-Western Publishing Co.


Introduction toTelecommunicationsand NetworkingSuggested Level: 14A

Prerequisites: Operating Systems, Keyboarding

Description: Introduction to Telecommunications and Networking will provide anintroduction to the operational, managerial, and technical aspects of microcomputercommunications and local area networks. Hardware and software, as well as the codes,formats, protocols, use of private and public information utilities, on-line databases, point-to-point communications, facsimile and fax boards, and electronic bulletin boards are integratedthroughout the course. An introduction to networks is provided.

Considerations: This class is intended to train students on an entry-level basis. Alocal community survey should be conducted to identify the most popular telecommunica-tions and local area network software to use for this course. Objective and performance-based evaluations are recommended.


1. Demonstrate an understanding of telecommunications and networking terminologyand basic concepts.

2. Configure and integrate telecommunications devices.3. Configure a local area network to permit sharing of data, software, and peripherals.4. Describe standards and industry conventions that are applicable to microcomputer

communications and local area networks.5. Communicate using electronic mail.6. Demonstrate an ability to research information using an online database.7. Communicate using an electronic bulletin board.8. Communicate with facsimile and fax boards.

Competencies1. Demonstrate an understanding of telecommunications and networking terminology

and basic concepts.a. Define telecommunications and local area network terminology.b. Use telecommunications and local area networking terminology correctly in

context.c. Use appropriate communications and networking equipment and apply regulatory

agency standards to communications.d. Describe topologies, transmission media, and cabling techniques.

ss 0

2. Configure and integrate telecommunications devices.a. Describe components of microcomputer communications.b. Identify electronic connections required to establish microcomputer communica-

tions.c. Connect components of telecommunications devices.d. Install and configure software.

3. Configure a local area network to permit sharing of data, software, and peripherals.a. Describe components of local area networks.b. Connect components of local area network devices.c. Install software.d. Generate workstation software.e. Load protocol files on the local area network workstation.

4. Describe standards and industry conventions that are applicable to microcomputercommunications and local area networks.a. List the Institute of Electrical and Electronic Engineers (IEEE)

standards.b. List the American National Standards Institute (ANSI) standards.

5. Communicate using electronic mail.a. Access telecommunications software.b. Create or identify files to be sent.c. Send files.d. Receive files.e. Print, save, and delete files.

6. Demonstrate an ability to research information using an online database.a. Access telecommunications software.b. Access an electronic database.c. Search for information.d. Download information.

7. Communicate using an electronic bulletin board.a. Access telecommunications software.b. Access an electronic bulletin board.c. Leave and read messages on a bulletin board.d. Download information.

8. Communicate with facsimile and fax boards.a. Dial the telephone number of the recipient.b. Send and receive faxes using facsimile and fax boards.

6156

41


The following learning materials available from South-Western Publishing Co.cover all or a significant portion of the competencies forIntroduction to Telecommunications and Networking.


Telecommunications: Concepts and Applications by Cubbler, Olivo, andScrogan


The Silver Unicorn, A Telecommunications Simulation by Dickey-Olson


52

KeyboardingSuggested Level: 8 or earlier, 13A

Prerequisites: None

Description: Keyboarding will teach students to operate the keyboard by touch andbegin development of acceptable speed and accuracy levels. Formatting of basic documentsis also included.

Considerations: Appropriate tutorial software may be used in Grades K-8, butindustry standard software should be used above that level. Speed and accuracy levels mustbe determined according to the local needs and standards.


1. Identify computer system components.2. Demonstrate proper care of equipment and disks.3. Resolve common computer problems.4. Demonstrate proper keyboarding techniques.5. Demonstrate an acceptable level of keyboarding skills.6. Proofread and edit copy.7. Apply keyboarding skills to create basic business documents.8. Compose simple documents.

Competencies1. Identify computer system components.

a. Label computer system components.b. Explain the use of computer system components.

2. Demonstrate proper care of equipment and disks.a. Boot, access, and exit software.b. Care for floppy disks.c. Care for workstation and peripheral equipment.

3. Resolve common computer problems.a. Identify computer problems.b. Correct computer problems or refer them to the appropriate person.

4. Demonstrate proper keyboarding techniques.a. Po -ition hands and body during keying for maximum efficiency.b. Apply ergonomic standards to keyboarding.c. Use proper fingers for touch keying alphabetic, numeric, and alphanumeric keys,

and the ten-key number pad.d. Use function keys.e. Use mouse, pen, or other appropriate input device.

58 6 3

5. Demonstrate an acceptable level of keyboarding skills.a. Key at a predetermined level of speed.b. Key at a predetermined level of accuracy.

6. Proofread and edit copy.a. Proofread for accuracy, content, correct grammar, spelling, and punctuation.b. Edit copy.

7. Apply keyboarding skills to create basic business documents.a. Prepare letters and memorandums using an acceptable business format.b. Prepare short, simple reports using an acceptable business format.

8. Compose simple documents.a. Compose and key simple documents.b. Revise, edit, and spell check simple documents.c. Print simple documents.

59

6 4

nt4S

t, 4 ENDORSED LEARNINGMATERIALS


Keyboarding.

Secondary Materials

Applied Keyboarding (and software) by Robinson, Hoggatt, Shanks, Ownby,and Beaumont

Century 21 Keyboarding, Formatting, and Document Processing by Robinson,Hoggatt, Shanks, Ownby, Beaumont, and Crawford

Keyboarding/Typewriting for Personal Applications (and software) byHaggblade and Kushner

Micro Mastery (and software) by Marshall and Haggblade


College Keyboarding (and software) by Duncan, Van Huss, and Warner

Computer Keyboarding Survival Skills (and software) by Duncan and Woo


Micro Pace Plus by Warner


65

60

KeyboardingSkill Building andDocument Formatting

s

Suggested Level: 9 or 13B

Prerequisites: Keyboarding or equivalent competencies

Description: In Keyboarding Skill Building and Document Formatting andents willuse word processing software as a tool to build keyboarding speed and accuracy. Advanceddocument formatting and skill building on the ten-key number pad are included. Studentswill use decision-making skills to evaluate document formats and mailability. Applyingwritten communication skills and demonstrating quality and efficiency in documentproduction are emphasized.

Considerations: Industry standard word processing software should be used for thiscourse. Specialized skill building software is recommended to build speed and accuracy ofthe alphabetic and alphanumeric keyboard and the ten-key number pad. Speed and accuracystandards should be included as part of articulation agreements. Samples of student workshould be included in students' professional portfolios. The use of simulated office experi-ences relating to a variety of types of offices such as manufacturing, marketing, financial,legal, medical, education, and government are encouraged.

Objectives .

In successfully completing this course, students will:

1. Keyboard alphabetic, alphanumeric, and numeric material at specified speed andaccuracy levels.

2. Format and produce a variety of simple business documents using word processingsoftware and various input devices.

3. Apply written communications skills.4. Format and produce a variety of complex business documents using word processing

software.5. Apply mailability standards to document production.6. Compose documents at the keyboard.

Coinpetencies1. Keyboard alphabetic, alphanumeric, and numeric material at specified speed and

accuracy levels.a. Improve keyboarding speed.b. Improve keyboarding accuracy.

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2. Format and produce a variety of simple business documents using word processing

software and various input devices.a. Demonstrate a proficiency in using basic document formatting functions of the

word processing software being used, such as setting margins, tabs, line spacing,

justification, centering, bold, underline, and indent.

b. Demonstrate proficiency in using various input devices such as a keyboard,

mouse, trackball, stylus, light pen, or touch screen.

c. Produce and print documents such as multi-page letters, memorandums, and

reports.d. Use appropriate file and disk management techniques, such as copy, move, store,

rename, retrieve, and delete.

3. Apply written communications skills.a. Proofread and edit printed and electronic documents.b. Use spell checking, thesaurus, and other editing software features.

4. Format and produce a variety of complex business documents using word processing

software.a. Format tables.b. Improve the readability of tabulated documents by using leader tabs, shading, and

lines.c. Format complex business reports using software functions, such as page number-

ing, headers, footers, center page, and suppress.d. Create form documents with variable information using merge feature.

e. Create simple macros such as a memo head and letterhead.

5. Apply mailability standards to document production.

a. Measure document production skills.b. Build document production skills.c. Evaluate documents for mailability.d. Discuss the importance of personal and organizational image as reflected in

error-free documents.

6. Compose documents at the keyboard.a. Compose and key documents.b. Revise, edit, spell check, and use thesaurus.c. Print documents.

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ENDORSED LE.1RNINGMATERIALS


Keyboarding, Skill Building, and Document Formatting.

Secondary Materials

Century 21 Keyboarding, Formatting, and Document Processing by Robinson,Hoggatt, Shanks, Ownby, Beaumont, and Crawford


College Keyboarding (and software) by Duncan, Van Huss, and Warner


Encore Talent Agency II, A Keyboarding Simulation by McIntosh and Welter

Fit For Fun, Document Processing by Casady

Micro Pace Plus by Warner

T-Shirt Factory II, A Keyboarding Simulation, by Clayton


6363

OfficeResourcesManagementSuggested Level: 14B

Prerequisites: Administrative Procedures and Technologies, Business Communications

Description: Office Resources Management will provide students with tools forsupervising people and technology in the rapidly changing office. Problem-solving andcritical-thinking skills will be developed and applied to office situations. This course isintended to improve students' promotability in the office environment. It is a capstone courseand will aid students in preparation for the CPS examination.

Considerations: Use of teams for case analysis and presentation is stronglyrecommended. Role playing will be useful to illustrate human relations issues. Use ofmanagement software such as project managers, schedulers, budgeting software, presentationsoftware, interactive case studies, and personal information managers is also recommended.


1. Demonstrate an understanding of the roles of support staff, supervisors, managers,and technology in achieving business goals.

2. Demonstrate an awareness of management styles and their relationship to a diverseworkforce.

3. Demonstrate knowledge of the responsibilities and skills needed to supervisepeople and technology.

4. Develop a plan for improving quality and productivity in the office.5. Establish teams to accomplish tasks using appropriate tools and resources.6. Demonstrate an understanding of human resource management issues and

procedures related to supervision.7. Demonstrate an understanding of office environment management.8. Demonstrate an awareness of the issues and procedures necessary to reengineer

business processes.9. Demonstrate problem-solving and critical-thinking skills.

10. Demonstrate individual or group ability to plan, research, analyze, and prepare awritten and oral presentation to provide solutions to current business issues andproblems.

Competencies1. Demonstrate an understanding of the roles of support staff, supervisors, managers,

and technology in achieving business goals.a. Identify the mission and goals of a business.

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b. Differentiate among the roles and responsibilities of support staff, supervisors,and managers.

c. Explain the role technology plays in helping employees accomplish businessgoals.

2. Demonstrate an awareness of management styles and their relationship to a diverseworkforce.a. Identify management styles.b. List benefits and limitations of each style.c. Identify changes that are necessary to accommodate a diverse workforce.d. Match management styles to personalities of employees.e. Utilize self-assessment tools to determine personal management style.

3. Demonstrate knowledge of the responsibilities and skills needed to supervisepeople and technology.a. Identify steps in recruiting, selecting, and interviewing potential employees.b. Write new job descriptions and revise existing ones.c. Discuss ways to motivate, coach, counsel, and reward individuals and teams.d. Show how to criticize and compliment constructively.e. Demonstrate the ability to plan, organize, and delegate responsibilities within

a team.f. Design a model office budget.g. Identify procedures necessary to supervise employees who are telecommuting.

4. Develop a plaa for improving quality and productivity in the office.a. Identify and implement measures for increasing employee productivity through

effective work procedures and technology.b. Organize workforce teams.c. Prepare and present needs assessments and feasibility studies for selection and

implementation of technology, equipment, and people.d. Recognize and analyze training needs and make recommendations for training,

cross-training, and retraining.

5. Establish teams to accomplish tasks using appropriate tools and resources.a. List the benefits and limitations of working in teams.b. Identify situations where teamwork is appropriate.c. Determine parameters for selecting team members.d. Discuss elements that make a work environment suitable for teamwork.e. Monitor schedules, individual assignments, and overall team progress.

6. Demonstrate an understanding of human resource management issues andprocedures related to supervision.a. Identify and research legal issues, such as harassment, employee rights,

privacy, drug testing, discrimination, and substance abuse from thesupervisor's point of view.

b. Explain the importance of understanding organizational and union policiesrelated to a specific work environment.

C. Describe the importance of ethical practices.d. Discuss techniques and procedures for conducting performance evaluations

according to organizational policies.e. Discuss proper methods for maintaining employee performance records and

related documentation.

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f. Describe typical organizational procedures for negotiating grievances.g. Describe typical organizational procedures related to employee discipline and

termination.h. Explain needs, concerns, and procedures for outsourcing and temporary

employees.

7. Demonstrate an understanding of office environment management.a. Research ergonomic policies and practices.b. Evaluate and manipulate ergonomic features of office furniture.c. Design a plan for efficient use of work space.d. List benefits of health, wellness, and safety programs.e. Research and develop a recycling program or plan.

8. Demonstrate an awareness of the issues and procedures necessary to reengineerbusiness processes.a. Analyze work-flow processes.b. Explain effects of reorganizing organizations and world-wide competition.c. Explain effects of miniaturizing computers and other emerging technologies.d. Explain implications of changing work loads and reassignment of

responsibilities.e. Evaluate technological applications and their effect on work processes.f. Develop new procedures to meet priorities of a real or simulated company

based on reorganized resources of people and technology.g. Discuss the impact of the continuing need to cut costs.

9. Demonstrate problem solving and critical-thinking skills.a. Identify steps of problem solving models.b. Apply problem-solving model to a given problem.c. Identify characteristics of critical thinking.d. Apply critical thinking skills to an unknown situation and list steps involved

in determining an appropriate course of action.

10. Demonstrate individual or group ability to plan, research, analyze, and prepare awritten and oral presentation to provide solutions to current business issues andproblems.a. Identify the problem or issue to be addressed.b. Research the issue or problem.c. Analyze research in order to organize and problem solve.d. Prepare and deliver a written and oral presentation integrating various

software programs.

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Office Resources Management.


Administrative Office Management by Kallaus and Keeling

Office Automatiom A Systems Approach by Ray, Palmer, and Wohl


7 267

Liq

OperatingSystemsSuggested Level: 13A


Desaiption: Operating Systems will provide training in using computers to work withDOS, Windows, Macintosh, OS/2°, and/or related utilities at the operating system level. Themajor components of a computer system, terminology, operating system command structure,and related utilities will be integrated throughout the course. Basic operations includingdirectory or catalog; formatting or initializing disks; and creating, copying, renaming, andcomparing files are covered. More advanced concepts such as subdirectories or folders andtext editors will be discussed. The functions of using a mouse and working with the abovefunctions in the appropriate operating system will be the focus of the course.

Considerations: This introductory course is intended to train students on an entry-level basis. A local community survey should be conducted to identify the most popularoperating system to use for this course. Objective and performance-based evaluations arerecommended. This course is a recommended prerequisite or corequisite to all softwareapplication courses taken at the post-secondary level.

ObjectivesIn successfully completing this course, students will be able to:

1. Demonstrate an understanding of the required major components of a computersystem and how they are configured.

2. Describe basic terminology of the selected operating system.3. Demonstrate the ability to use basic commands and perform fundamental operations.4. Create and revise text files.5. Perform disk and file management tasks.6. Create, use, display, and remove tree-structured elements of the disk.7. Setup and use virtual and hard disks.8. Use the mouse to perform functions.9. Describe computer viruses.

10. Explain the ethics and licensure regulations relating to computer usage.11. Customize the computer system.

Competencies1. Demonstrate an understanding of the required major components of a computer

system and how they are configured.a. Identify the major components of a computer.b. Identify the electronic connections required between the components of a

computer.

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2. Describe basic terminology of the selected operating system.a. Define operating system terminology.b. Use terminology correctly and appropriately in context related to operating

systems.

3. Demonstrate the ability to use basic commands and perform fundamental operations.a. Boot the computer system.b. Key or change the date and time.c. Key directory or catalog commands.d. Copy, compare, rename, delete, and undelete files.e. Copy, compare, and name disks.f. Create, change, check, and delete subdirectories or folders.g. Key redirection, pipes, and filter commands.h. Backup and restore files.

4. Create and revise text files.a. Use text editor to create text files.b. Use text editor to revise text files.

5. Perform disk and file management tasks.a. Rename, move, copy, compare, delete, undelete, compress, and expand files.b. Format and unformat diskettes.c. Label, copy, and compare diskettes.d. Display a tree-structured directory and search for files.

6. Create, use, display, and remove tree-structured elements of the disk.a. Create subdirectories in appropriate tree structure.b. Check the position within, navigate within, and remove subdirectories or folders.c. Manipulate files within subdirectories or folders.

7. Setup and use virtual and hard disks.a. Divide a hard disk.b. Format or initialize, label, and unformat a hard disk.c. Create, label, and delete a virtual disk.

8. Use the mouse to perform functions.a. Point, click, double click, and drag the mouse pointer.b. Open and close files.c. Size, minimize, maximize, and scale windows.

9. Describe computer viruses.a. Explain effects of computer viruses.b. Identify various types of computer viruses.c. List methods of prevention and elimination of computer viruses.d. Scan for and purge viruses from disks.

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10. Explain the ethics and licensure regulations relating to computer usage.a. Describe ethical and unethical behavior as it relates to computer usage.b. List the various types of licensure and regulations that apply to computer usage,

such as copyright, site licenses, and confidentiality.

11. Customize the computer system.a. Use appropriate configuration technique to configure the computer system.b. Install printer drivers.



Operating Systems.


A Quick Guide to DOS by Dill

DOS 6.0 Quick Course by Dill

Windows 3.1 Concepts and Applications by Bergerud and Busche


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Personal andProfessionalDevelopmentSuggested Level: 12A, 13A


Description: Personal and Professional Development will develop skills to assist thestudent in growing professionally and personally. These skills include self-examination andassessment, development of effective interpersonal skills, problem solving, critical thinking,and communication. Emerging topics of concern to the office professional are explored,emphasized, and integrated throughout the course.

Considerations: Role playing, personal inventories, case analyses, field trips,speakers, and opportunities to apply social and business etiquette skills are encouraged.Team activities and projects should be emphasized. Students should be providedopportunities to present ideas verbally and in writing and to assume leadership roles.Videotaped mock interviews conducted by people from the business community andcritiqued by students and professionals are an excellent means of developing interviewingskills. Partick-ation in student professional organizations should be an integral part of thecourse. Comr. .inity businesses and organizations such as PSI are an excellent resource forproviding speaKers, field trips, and professional networking.


1. Identify and discuss personal and professional factors associated with job success.2. Demonstrate an understanding of how interpersonal skills affect personal and pro-

fessional development.3. Describe and discuss organizational dynamics.4. Formulate personal, educational, and professional career goals and develop a plan to

accomplish those goals.5. Apply effective job-seeking skills.

Competencies1. Identify and discuss personal and professional factors associated with job success.

a. Conduct a self-analysis of personal and professional traits that will lead to careersuccess.

b. Identify techniques that will build a positive self-image.c. Describe how self-esteem leads to career success.d. Project a professional image by applying the basics of good health practices

(exercise, nutrition, stress management), personal grooming, selecting a properbusiness wardrobe, and demonstrating proper etiquette.

c. Discuss principles of effective personal time management.

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2. Demonstrate an understanding of how interpersonal skills affect personal and profes-sional development.a. Apply techniques to improve listening skills.b. Apply effective nonverbal communication skills.c. Use voice as an effective tool for communicating.d. Discuss interpersonal skills essential to successful communications with people

from diverse cultural and international backgrounds and with the differently-abled.

e. Apply business etiquette skills in professional situations.f. Apply problem-solving and conflict-resolution skills.g. Discuss techniques for developing assertiveness.h. Identify and describe different value systems and explain their significance in

understanding the behavior of others.i. Discuss and app)y human relations skills needed for professional success.j. Identify leadership traits and methods for building leadership skills.

3. Describe and discuss organizational dynamics.a. Describe the need-for and nature of organizational policies and procedures.b. Discuss personal and professional issues relating to the employee's role in the

work environment, such as teamwork, total quality management, wellness pro-grams, ergonomics, negotiation, organizational ethics, corporate culture, recy-cling, empowerment, dealing with change in the organization, mentoring, officepolitics, power, and networking.

c. Discuss legal issues relating to the work environment, such as sexual harassment,employer/employee rights, privacy of information, drug testing, substance abuse,discrimination, and unions.

d. Identify organizational and community resources available to assist the employeein handling personal and professional problems.

4. Formulate personal, educational, and professional career goals and develop a plan toaccomplish those goals.a. Develop a plan for personal, educational, and professional growth.b. Discuss the necessity of lifelong learning.c. jist the benefits of professional affiliations and certification programs.d. Research and evaluate possible career paths.e. Discuss the advantages of membership and participation in professional organiza-

tions.

5. Apply effective job-seeking skills.a. Describe and discuss the employment process.b. List job search techniques and strategies.c. Develop a personal marketing plan for career success.d. Prepare a professional portfolio of student work.e. Prepare a resume and cover letter using word processing and desktop publishing

software.f. Complete an application for employment effectively.g. Apply the elements of effective interview techniques.h. Evaluate the organization and the position.I. Apply appropriate job search follow-up procedures.

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Personal and Professional Development.

Secondary Materials

Human Relations At Work by Egg land and Williams

Postsecondwy Materials

Dimensions in Professional Development by Reynolds

Human Relations by Dalton, Hoyle, and Watts

Your Career: How To Make It Happen by Levitt


Getting A Job, Process Kit by Zedlitz

How to Build Your Self-Esteem by Braham

Understanding Self-Esteem: Your Key To Success by Braham

Writing Effective Resumes, A Complete Guide by McCabe and McCabe


7873

RecordsManagement andImaging TechnologySuggested Level: I4A

Prerequisites: Operating Systems and Introduction to Database

Description: Records Management and Imaging Technology will provide instructionin the administration and control of records systems. The course includes the creation,maintenance, protection, and disposition of records stored in a variety of media forms.Specialized functions such as micrographics, disaster recovery, and optical disk technologywill also be covered.

Considerations: Hands-on experience with database software and imagingtechnologies is strongly recommended. Due to the increasing dependence of businesses oninformation, it is of utmost importance for the office professional to be proficient in themanagement of office records.


1. Describe the systems concept of records management.2. Compare and contrast paperbase, database, micrographics, and image technologies

and select the best system to be used.3. File and retrieve documents according to ARMA rules.4. Manage information stored in a variety of media forms.5. Use a database system as a records management tool.6. Describe micrographics technologies.7. Describe and apply image technology.8. Develop record retention schedules.9. Demonstrate an understanding of records management security systems.

10. Demonstrate an understanding of the laws regulating the privacy and legality ofsharing information.

Competencies1. Describe the systems concept of records management.

a. Identify the input and output components.b. Identify the process component.c. Explain the purpose, need, and importance of a records management, retrieval,

and retention system.

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2. Compare and contrast paperbase, database, micrographics, and image technologiesand select the best system to be used.a. Describe a paperbase filing system.b. Describe a database records management system.c. Describe micrographics.d. Describe image technologies.e. List the benefits and limitations of each system.f. Match the best storing system to the situation.

3. File and retrieve documents according to ARMA rules.a. Code, sort, and file paper documents.b. Prepare cross references when necessary.c. Apply ARMA rules for storing electronic information.d. Purge and destroy files.

4. Manage information stored in a variety of media forms.a. Determine the appropriate storage system for these media.b. Elect appropriate storage equipment.c. Identify a logical coding system.d. Prepare cross references if necessary.

5. Use a database system as a records management tool.a. Create, revise, store, and print address lists.b. Catalog and retrieve information.

6. Describe micrographics technologies.a. Compa ;,;Ad contrast various types of microforms.b. List the btefits and limitations of various types of microforms.c. Explain the computer output microfilm/microfiche (COM) process and list its

advantages.d. Explain the advantages of computer-aided retrieval (CAR).e. Identify the equipment components of a micrographics system.

7. Describe and apply image technology.a. List and describe the components of image technology.b. Capture, store, and retrieve information using image technology.c. Describe the techniques and list the benefits of using bar codes in documents.d. Explain and contrast the use of various types of high-capacity storage media.

8. Develop record retention schedules.a. Apply records retention rules.b. Apply government regulations for records retention.c. Design a records retention schedule.

9. Demonstrate an understanding of records management security systems.a. Describe the processes used in a records management security system.b. List the physical, mechanical, and electronic components of a security system,

such as data encryption, password protection, virus protection, backup, andstorage.

c. Explain methods to control physical access to records facilities.

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d. List procedures for controlling access to paper, film records, and electronicinformation.

e. Design and produce a plan to prevent records disaster.f. Explain the methods for recovery of records after a disaster.

10. Demonstrate an understanding of the laws regulating the privacy and legality ofsharing information.a. Develop a scenario in which software programs may be legally duplicated.b. Explain the legal implications of releasing unauthorized information both

domestically and internationally.c. Explain the implications involved in violating the privacy of individuals.d. Explain the need for and responsibilities of maintaining confidential records.

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Records Management and Imaging Technology.


Information and Image Management, A Record Systems Approach by Ricks,Swafford, and Gow


Intensive Files Management by Henne

For more information about the learning mrAterials listed for this course,call South-Western Publishing Co. at 1-800-543-7972.

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SpreadsheetsSuggested Level: 10, 13B

Prerequisites: Business Math and Keyboarding

Description: Spreadsheets will introduce students to spreadsheet concepts andapplications. Students will format spreadsheets using effective design principles, entercommon spreadsheet formulas, sort data, use graphic/chart functions, and export spreadsheetfiles. This course is designed to teach s' 'tints to think analytically, manipulate information,and use the computer as a productivity tool.

Considerations: Appropriate industry standard spreadsheet software programs shouldbe available for students' use. Students should be encouraged to maintain a portfolio of theirwork for assessment and job interviews. It is also recommended that a capstone project beused to document competency mastery.


1. Demonstrate an understanding of spreadsheet software, applications, and relatedcareer opportunities.

2. Design effective spreadsheets.3. Demonstrate the ability to use spreadsheet functions and commands.4. Revise and reformat spreadsheets.5. Produce quality spreadsheets.6. Demonstrate the ability to use graphic and database spreadsheet features.7. Print spreadsheets using typical printing options.8. Demonstrate knowledge of linking and exporting files.9. Demonstrate knowledge of how spreadsheets can be used as an analytical and

decision-making tool.10. Work efficiently with spreadsheet files.

Competencies1. Demonstrate an understanding of spreadsheet software, applications, and related

career opportunities.a. Define terminology related to spreadsheets.b. Describe the uses and benefits of spreadsheets.c. Identify popular spreadsheet programs.d. List the hardware requirements for most spreadsheet programs.e. Identify careers and employment opportunities that use spreadsheet applica-

tions.

2. Design effective spreadsheets.a. Determine the purpose of the spreadsheet and an appropriate overall format.b. Format spreadsheets for effective organization, applying good design of cell

entries, grouping of cell entries into sections, and effective display of formulas.

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3. Demonstrate the ability to use spreadsheet functions and commands.a. Apply appropriate arithmetic operations (add, subtract, multiply, divide), order

of arithmetic operations, and statistical automatic functions (sum, average,maximum, minimum, count) to arrive at a formula.

b. Create and use macros.c. Create and use spreadsheet templates.d. Use automatic date function.

4. Revise and reformat spreadsheets.a. Change column widths.b. Insert and delete columns and rows.c. Copy and move formulas, cells, columns, and/or rows to another area of the

worksheet.d. Undo and redo previously executed commands and edit data in cells.e. Change format labels (center, left, and right align) and numbers (currency,

whole numbers, percentages, decimals).

5. Produce quality spreadsheets.a. Describe error-checking techniques to ensure spreadsheet accuracy.b. Proofread, edit, and correct spreadsheets.

6. Demonstrate the ability to use graphic and database spreadsheet features.a. Create graphs and bar charts using spreadsheet applications.b. Convert data to graph tbrmat.c. Create and sort databases.

7. Print spreadsheets using typical printing options.a. Use default margins and pitch to print a vertically and horizontally centered

spreadsheet.b. Print a spreadsheet using condensed type.c. Print a spreadsheet with a border.

8. Demonstrate knowledge of linking and exporting files.a. Describe the process for linking and exporting spreadsheet files.b. Link and export spreadsheet tiles.

9. Demonstrate knowledge of how spreadsheets can be used as an analytical anddecision-making tool.a. Analyze and interpret data from spreadsheets.b. Determine solutions to "What It" questions employed in forecasting solutions

to simulated activities.

10. Work efficiently with spreadsheet files.a. Copy spreadsheet files.b. Erase/delete spreadsheet tiles from a disk.c. Rename spreadsheet files.

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Spreadsheets.

Secondary and Postsecondary Materials

Excel Tutorial and Applications by Drum and Jansen

Lotus 1-2-3°, Tutorial and Applications by Groneman

Quattro° Pro, Concepts and Applications by Craig

Using Lotus 1-2-3, Applications for Reinforcement by Anderson andGolightly


Spreadsheet Applications in Practice by Close


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ImommEmiiiiimiammo410 Word

ProcessingSuggested Level: 11A and 13A

Prerequisites: KeyboardingKeyboarding Skill Building and Document Formatting should also be a prerequisite or acorequisite for Word Processing.

Description: Word Processing will teach students word processing concepts andapplications. Students will prepare a variety of documents and master specialized softwarefunctions. This course will teach students to work effectively in a computerized wordprocessing office environment.

Considerations: To broaden the skills of students who have taken Keyboarding SkillBuilding and Document Formatting, instruction on a second word processing software ishighly recommended. This will enable students with high-level keyboarding skills but nocomputer experience to start the course on an equal footing with students who have had priorword processing experience. It will also enable those with word processing experience tobecome more versatile.


1. Demonstrate a basic understanding of the information processing cycle, the hardwareused, and basic terminology.

2. Produce and format common office documents such as letters, memos, and reports.3. Prepare mailable copy from rough drafts.4. Combine documents using software features.5. Solve common word processing problems.6. Genet-me special sections of documents using software features.7. Prodwe documents of varying sizes.8. Demonstrate an understanding of print controls.

Competencies1. Demonstrate a basic understanding of the information processing cycle, the hardware

used, and basic terminology.a. Describe steps in the information processing cycle.b. Describe hardware associated with each step of the cycle.c. Define common word processing terms.

2. Produce and format common office documents such as letters, memorandums, andreports.a. Input information.b. Adjust spacing, tabs, centering, margins, and other formatting features.c. Incorporate headers, footers, and page numbers where appropriate.d. Edit rough drafts to produce mailable copy.

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e. Save documents.f. Output information.

3. Prepare mailable copy from rough drafts.a. Identify errors using appropriate proofreading skills.b. Utilize software features to correct documents.

4. Combine documents using software features.a. Merge variable and constant information to create new documents.b. Assemble boilexplate and combine documents.c. Prepare labels.d. Copy between documents.

5. Solve common word processing problems.a. Identify and react to screen codes.b. Apply reference materials to solve problems.c. Research software documentation and help screens.

6. Generate special sections of documents using software features.a. Define and format columns.b. Generate tables.c. Outline information.

7. Produce documents of varying sizes.a. Genexate mailing labels.b. Format and print envelopes.c. Format and print postcards.d. Format and print other sizes of documents.

8. Demonstrate an understanding of print controls.a. Print multiple copies.b. Organize a print queue.c. Print specific pages.

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Word Processing.

Secondary Materials

Microsoft Word for Windows, Tutorial and Applications by Lewis andMorrison

WordPerfect for Windows, Tutorial and Applications by Eisch

WordPerfect 6.0, Tutorial and Applications by Eisch


A Practical Approach to WordPerfect 6.0 Complete Course by Eisch

Applied Word/Information Processing by Dolecheck and Murphy

WordPerfect 5.1 Complete Course by Eisch

Microsoft Word for Windows, A Practical Approach by Lewis and Morrison

WordPerfect for Windows, A Practical Approach by Eisch

WordPerfect 5.1 for Windows by Eisch

For more information about the leaming materials listed for this course,call South-Western Publishing Co. at 1-800-543-7972.

Refer to the following page for additional learning materials forWord Processing.

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The following learning materials available from South-Western Publishing Co.cover all or a significant portion of the cempetencies for

Word Processing.

Secondary or Postsecondary Materials

Microsoft Word on the Macintosh by Smith

Microsoft Word for Windows, Tutorial and Applications by Lewis andMorrison

WordPerfect 6.0 Quick Course by Eisch (Availabe Spring, 1994)

WordPerfect for Windows Quick Course by Wagoner and Wagoner

WordPerfect for the Macintosh, A Practical Approach by Eisch


Berkley House Catering, Word Processing Applications by Dill and VanSickle

Excursions International, Word Processing Simulrfion by Spring, Rider, andJackson

Myrtle Beach Resort Properties, Word Processing Applications by Matthewsand Moody

Pearson and Associates, Word Processing Simulation by Lehman, Forde, andLehman

Practice Makes Perfect, Applications for WordPerfect 6.e by Johnson(Available Spring, 1995)

Word Processing Applications in Practice by Meroney and Parent

Word Processing Progressive Applications by Grismere and Wiley

WordPerfect 6.0 Applications for Reinforcement by Anderson and Golightly(Available Fall, 1994)


Refer to the previous page for additional learning materials forWord Processing.

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APPENDIX AProfessional Secretaries International

Professional Secretaries International (PSI°) is a nonprofit membership association foroffice support staff. PSI began in 1942 and today has over 41,000 members worldwide. Itsmission is to be the acknowledged and recognized leader of office professionals, and toenhance their individual and collective value, image, competence, and influence. PSI'spurpose is to provide education and training, and to set standards of excellence recognizedby the business community.

PSI is noted for:

Providing opportunities for leadership training through participation in some 740 localchapters.

Giving members access t educational products, seminars, and programs on personal andprofessional development topics.

Publishing The Secretary magazine, written especially for office staff.

Administering the Certified Professional Secretary° (CPS°) Examination, which willbecome a one-day examination beginning November, 1994. The one-day exam covers:finance and business law, office systems and administration, and management.

Creating two student organizations: Collegiate Secretaries International (CSI."), forpostsecondary students, and Future Secretaries Association° (FSA), for secondarystudents.

Conducting and participating in research on office issues and the changing role of officeprofessionals.

Setting standards for the profession. One example is the development of the PSI°Model Curriculum for Office Careers.

Originating and promoting Professional Secretaries Day°/Week° each April to recognizethe important contributions of support staff.

Working closely with management to improve office productivity, training, and jobsatisfaction for office staff.

Teachers may use PSI in a number of ways to promote their office careers programsand prepare students for the workplace. They may serve as advisors of the FSA or CSIstudents programs. As advisors, they will receive many benefits, including a newsletter forstudents and PSI member discounts on video loans and other educational products that canbe used In the classroom. They can work with local PSI chapters in a number of ways. PSIchapters provide student and teacher scholarships, internships, mentorships, serve oneducational advisory boards, speak to classes, schedule office field trips, provide student

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discounts to chapter-sponsored seminars and workshops, conduct CPS review classes,promote the value of professional certification, and assist in job placement for graduatingstudents. The chapters designate one month of each year as Salute to Students Month torecognize students as the future of the profession.

PSI continues its dedication to business education by having an Institute for Educationcomposed of secondary and postsecondary educators. The Institute oversees the two studentorganizations and makes recommendations regarding support that PSI can provide toeducation.

For more information on PSI, its programs, and how to utilize the resources forbusiness education, contact:

Professional Secretaries International10502 NW Ambassador Dr.Kansas City, MO 64195-0404Phone 816-891-6600 Fax 816-891-9118

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111 APPENDIX BQuestionnaire

Please let us know how this curriculum has been useful to you by completing thisquestionnaire and returning it to: Education Department, PSI, 10502 NW Ambassador Drive,P.O. Box 20404, Kansas City, MO 64195-0404.

Name School

Address Phone

Fax

1. How long has your school had a program that prepares office support staff ?

2. What is your program called?

3. How long is your program? 0 4 years 0 2 years 0 1 year 0 9 months 0 other

4. What exit opportunities do you otTer students?O Bachelor's degree 0 Associate degree 0 Certificate 0 Diploma

5. Did you use the first PSI. Postsecondary Model Curriculum for Office Careers or thePS, Office Opportunities Model Curriculum for Secondary Business Education tocreate your program? 0 Yes 0 No

6. How would you rate the PS1. Model Curriculum for Office Careers?O Excellent 0 Very Good 0 Good 0 Fair 0 Poor

7. Will you adopt or use this curriculum?O Yes 0 All Of It 0 Most Of It 0 A Few Courses 0 No

8. If you adapted the curriculum, what changes did you make?

9. Do you use the PSI-endorsed instructional materials for the courses youadopted/adapted? 0 Yes 0 No If no, why not?

10. What are the curriculum's greatest strengths?

11. How could the curriculum be improved?

87 p2

12. What are your suggestions for PSI or South-Western Publishing Co. as to how we canbetter provide resources for business education?

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APPENDIX CAcknowledgments

Postsecondary Curriculum Writers

Joyce Arntson, Irvine Valley College, Irvine, CAM. Conchita Delgado, CPS, PSI Institute for Education, Dean 1990-1994; University ofPuerto Rico, Rio Piedras, PRCarol Mull, Asheville Btmcombe Technical Community College, Asheville, NCArlene Ross, Heald Colleges of California, San Francisco, CAJoel Whitesel, Indiana Vocational Technical College, Lafayette, IN

Secondary Curriculum Writers

Linda Haddox, Granite City Senior High School, Granite City, ILBobbie James, Robert E. Lee High School, Houston, TXLinda Mallinson, Ed.D.; Orlando Vocational Technical Center, Orlando, FLMarion Reed, Office of Public Instruction, Helena, MTPaula Schwalm, Cedar Crest High School, Lebanon, PA

Curriculum Coordinators

Shelly Anderson, Professional Secretaries International, Kansas City, MOSusan Fenner, Ph.D., Professional Secretaries International, Kansas City, MODonna LaGanga, CPS, South-Western Publishing Co., Cincinnati, OHDianne Rankin, South-Western Publishing Co., Cincinnati, OHRandy Sims, South-Western Publishing Co., Cincinnati, OH

Curriculum Reviewers

Carol A. Allen, CPS, HewlettPackard Company, Smyrna, GAFrances F. Anderson, CPS, Boeing, Kirkland, WAAmelia H. Barclay, CPS, Mercer University Press, Macon, GASusan Bauer, CPS, State University of New YorkFarmingdale, Farmingdale, NYMar ly Bergerud, Saddleback College, Mission Viejo, CALinda Berlin, CPS, Riverside University High School, Milwaukee, WIDiane Bissell, CPS, Hughes Missile Systems Company, Tuscon, AZCarol Blaszczynski, CPS, California State UniversityLos Angeles, Los Angeles, CAArline Bontrager, CPS, Crowe, Chizak and Company, Elkhart, INShirley Breeze, Meramec Community College, St. Louis, MOJoan S. Briggaman, Connecticut State Department of Education, Middletown, CTSandra Brown, CAM, CPS, Federal Express Canada, Mississauga, ONKathryn T. Burroughs, Westinghouse Electric Corporation, Mackay, ID

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Marlene Caroselli, Ph.D., Center for Professional Development, Culver City, CAE. Ruth Carroll, Ed.D., Georgia Southern University, Statesboro, GAPau lets J. Clawson, CPS, Mid America Pipeline, Tulsa, OKCarolyn A. Combs, Harford County Government, Belcamp, MDCarol Corrigan, CPS, Bell Canaia, Peterborough, ONJan Cruise, Success/Angus Business Coitege, Winnipeg, MBEvelyn M. Cullipher, CPS, Sentra Health System, Norfolk, VAMichael G. Curran, Jr., Ed.D., Rider College, Lawrenceville, NJPatricia G. Dalton, Forsyth Technical Community College, Winston-Salem, NCNan De Mars, CPS, Executary Services, Minneapolis, MNClaire Dillon, Priority Management Systems, Inc., Bellevue, WAPatty Dobbins, Maxim, Inc., Greenville, SCShirley Englund, Professonal Secretaries International, Kansas City, MOBetsy Lazary Ern, CPS, Step Takers, Brewster, NYClarissa S. Fine, Winchester Community High School, Winchester, INCharlotte L. Finney, West Virginia State College, Charleston, WVLowell Frame, Indiana Business College, Indianapolis, INJan V. Friedheim, Executive Secretarial School, Dallas, TXPatsy J. Fulton, Ph.D., CPS, Oakland Community College, Bloomfield Hills, MIJean Geiger, LCC Business, Springfield, OREstella H. Gillette, CPS, NASA, Houston, TXMary Lea Ginn, Consulting Editor & Writer, Rogers, ARSister Paulette Gladis, PhD., PSI Institute for Certification, Dean 1993-1994;

Center for Spiritual Development, Orange, CAVicki Godbehere, CPS, Phillips Petroleum Company, Bartlesville, OKKenneth L. Gorman, Ed.D., Winona State University, Winona, MNLil Halcome Ed.D., CPS, Gwinnett Technical Institute, Monroe, GAElaine H. Harrison, CPS, Snyder Oil Corporation, Dallas, TXDiane Hartman, Quality Training International, Springville, UTMelba Herrick, CRM, Chesapeake College, Wye Mills, MDGwen Hester, Richland College, Dallas, TXElnor G. Hickman, CPS, Legal Assistance Foundation of Chicago, Chicago, ILCarol Hinricher, Missoula Technical Center, Missoula, MTDiane P. Hogan, Orange County Public Schools, Orlando, FLTee Houston-Aldridge, Priority Management Systems, Inc., Bellevue, WAHoward Jackson, Ph.D., CPS, Virginia Commonwealth University, Richmond, VASusan Jaderstrom, Santa Rosa Junior CollegePetaluma Center, Petaluma, CASue Jenson, Beaverhead County High School, Dillon, MTDora T. Johnson, Central Piedmont Community College, Charlotte, NCElaine Johnson, New Mexico State UniversityGrants Campus, Grants, NMCo leen Jones, Galatia, ILRon Kapper, College of Du Page, Glen Ellyn. ILGladys E. Kastrup, Hazelwood West High School, St. Charles, MOJoyce Lain Kennedy, Sun Features, Inc., Carlsbad, CASandra Kerka, ERIC Clearinghouse on Adult, Career and Vocational Education,

Columbus, OHBetty L. Kidd, Bob Meyer Builder Inc., Ottawa, OHDonna L. Kidd, Trumbull County Joint Vocational School, Ottawa, OHBret Kiefer, Harrington High School, Harrington, WATia Kimbro, Harrisburg Area Community College, Harrisburg, PA

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Geraldine Kozlowski, CPS, Horizons Waterfront Commissions, Inc., Buffalo, NYLeonard Kruk, Ph.D., The Knoll Gioup, New York, NYAde Ila C. LaRue, CPS, Sandler, Balkin, Hellman & Weinstein, P.C., Kansas City, MOKatie Layman, College of San Mateo, San Mateo, CAJoan Linder, Ed.D, P.S. Consultants Inc., Middletown, OHCynthia A. Lively, CPS, Eaglebrook School, Deerfield, MAMary Lyerly, Los Alamos National Laboratories, Los Alamos, NMEileen E. Lyness, Brown Chemical Company Inc., Oakland, NJKaren Mantyla, Bureau of Business Practice/Paramount Publishing,

Englewood Cliffs, NJGeorge Mattsey, South Suburban College, f.outh Holland, ILMelanie A. Meche, University of Southwestern Louisiana, Lafayette, LAKathy Mennen, Key Personnel, Inc., Holland, MIDonald L. Moore, Ph.D., Coronado High School, Colorado Springs, COJoanne Newcomer, Missouri Department of Elementary & Secondary

Education, Jefferson City, MODick Norden, Jefferson High School, Boulder, MTCarolyn V. Norwood, Essex County College, Hillside, NJArno la C. Ownby, Ph.D., Southwest Missouri State University, Springfield, MOCarol S. Pam, Middlesex County College, Edison, NJBill Patton, University of Montana, Missoula, MTPriscilla Perez-Serratos, Center For Employment Training, San Francisco, CACarol Perlinski, Bozeman High School, Bozeman, MTSue Petryk, Wisconsin Indianhead Technical College, Dresser, WIChristi Pi lcher, Helena High School, Helena, MTRoxy Poovey, Catawba County Schools, Newton, NCAnita Reed, Anita Reed Seminars, Dallas, TXCarol kSchardson, Southeast Regional Occupational Program, La Palma, CALinda E. Riffe, New Market Vocational Skills Center, Olympia, WASusan Roberts, CPS, Electronic Data Systems, Plano, TXDeborah Robinson, CPS, US West New Vector Group, Inc., Bellevue, WADonna M. Robinson, Milton High School, Alpharetta, GAJuanita Rodriguez, Ed.D., University of Puerto Rico, Rio Piedras, PRBob Rosenstein, CPS, NPA West, Fairfield, CAPeggy Ross, Bozeman High School, Bozeman, MTSheila C. Rowan, CPS, Martin Marietta Energy Systems, Inc., Oak Ridge, TNMary Ruprecht, CMC, COAP, Mary M. Ruprecht & Associates, Inc., Duluth, MNJanet Rutherford, Indiana Vocational Technical College, Bloomington, INRon Schlattman, University of WisconsinEau Claire, Eau Claire, WIPatel Serrano, Renton Technical College, Renton, WAShirley C. Sheff, CPS, BP Exploration, Inc., Houston, TXElizabeth Slovak, Executive Secretarial School, Dallas, TXCatherine M. Smith, American Institute of Business, Des Moines, IADoreen Smith, CPS, County Banking & Trust Company, Elkton, MDEvelynne Thompson, CPS, City of BloomingtonAdministration Department,

Bloomington, MNJudy Thompson, Shoreline Community College, Seattle, WAMike Tokheim, Wisconsin Board of Technical, Vocational and Adult

Education, Madison, WIViolet A. Towne, Ph.D., Kennesaw State College, Marietta, GA

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John Uggetti, Butte High School, Butte, MTMary U. Valenti, Harford Community College, Forest Hill, MDPat Vandale, Columbia Institute Of Canada, Calgary, ABYvonne Vitko, Tualatin High School, Tualatin, ORJudith Voiers, JSV Communications, Coloma, WIKim Walker, CPS, Logan High School, Logan, OHByrdeen Warwood, School District #7, Adult/Community Education, Bozeman, MTPaula E. Waters, Hershey Foods Corporation, Hershey, PAMelody Web ler, Ball State University, Muncie, INElizabeth W. Wellman, Fischer Educational Systems, Inc., Antioch, TNSusan L. Wilbanks, CI'S, CLA, Hinds Community College, Clinton, MSBillie M. Willey, CPS, Union Pacific Corporation, Broomfield, COBarbara Williams, Wisconsin Indianhead Technical College, Duluth, MNNancy C. Wilson, Hopldnsville Community College, Hopkinsville, KYSharon Winn, Westark Community College, Fort Smith, ARSharyl A. Yore, CI'S, University of Victoria, Victoria, BC

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